263 A knowledge creation study 8 Discussion In this article we presented a systematic approach towards knowledge creation- the tailoring of research knowledge to decision-makers to facilitate evidence-informed decision making. We elaborated on the knowledge creation cycle, an integral part of the KtA framework by Graham et al (49). Guided by Lasswell’s widely known communication model, we formulated an approach that incorporates how content should be communicated–an overlooked but essential component. The approach integrates two core components: 1) the translation of knowledge towards the audience and 2) the design of knowledge created. Through a case study we demonstrated how these two core components can be put into practice. This systematic approach is, to our knowledge, the first to provide a practical approach to knowledge creation. A systematic approach to knowledge creation was urgently needed for two reasons. Firstly, the vast amount of literature covering the question on how to communicate scientific evidence to a target audience, indicates a lack of an overall effective approach (31, 50, 51). Secondly, the European Commission increasingly emphasizes to include strategies on knowledge dissemination to a nonacademic audience in project proposals (52). Consequently, researchers are expected to engage in knowledge creation; a skill that they have generally not been trained in. Whereas decision-makers have been equipped with multiple tools to assist in using research evidence for evidence-informed decision making (53, 54), researchers have hardly been provided with any. The SUPPORT tool, developed for decision-makers and researchers presents a variety of activities on KT, but does not provide a practical approach on how these activities can be operationalized (16, 55). Our approach complements herein, as it provides researchers engaging in knowledge creation with a simple, easy-to-implement tool that does not require advanced training. As previously noted, this article only covers a small portion of the broad and complex process KT entails. While we have proposed a strategy to warrant that researcher and policy makers ‘speak the same language’, our approach should not be considered a stand-alone solution, but one embedded within the KtA cycle. As suggested by Graham et al., knowledge has to go through a number of phases before it can shape practice. These phases include adaptation to the local context, assessing barriers to implementation and monitoring knowledge use (49, 56). Furthermore, researchers should build capacity for implementation by formulating, implementing and evaluating capacity building plans. Even though our approach was developed towards communicating research evidence to decision-makers, it may be widely applicable as the approach integrates essential and universal components of science communication, data visualization and usercentered design. Regardless of the specific audience, the questions concerning “how something is said” and “how it is communicated” should always be given full attention in the process of communicating research-evidence.
RkJQdWJsaXNoZXIy MTk4NDMw