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Knowledge Translation

Participation-focused Knowledge Translation (P-KT) roadmap

Why Knowledge Translation?

Knowledge translation (KT) involves the translation of new knowledge into action within localized practice context(s). Our CPERL team endorses a continuum of mentorship model to conduct multi-site and interdisciplinary research and development activities at UIC that benefit from authentic engagement with diverse knowledge users (e.g., families, service providers, program leadership). Team members can have opportunities to train in building the requisite knowledge, skills, and habits for designing and conducting scholarly projects that help to fill important knowledge-to-practice gaps and amplify our collective imprint. In our lab, their scholarly projects completed during their training time with us seek to translate new research knowledge in ways that advance participation-focused pediatric re/habilitation practice. These projects have historically been undertaken in partnership with our colleagues at the CanChild Centre for Childhood Disability Research, now in its fifth year. Our formative evaluation of this partnership was undertaken by a CPERL alum as part of their E-OTD capstone project and taught us that our mentored KT projects have had multiple levels of positive impact.

Formative Evaluation poster

In response to our findings, we are working to strengthen and diversify our knowledge translation imprint, in part by expanding opportunities to engage select undergraduate and entry-level occupational therapy doctoral (E-OTD) students in mentored experiences that dovetail with our research portfolio. Through their completion of these mentored KT experiences, we expect that these trainees will be able to access meaningful resources and opportunities to build their readiness for designing and conducting their capstone project that is situated to positively impact a pediatric process of care.

We share those KT products related to our lab’s scope of work, as they become available.