International Journal of Sport, Exercise and Health Research 2022; 6(1): 7-12 DOI:10.31254/sportmed.6102
A Knowledge Translation Framework for Improving Concussion Education Among Medical Students and Physicians
Scott D. Bray1 , Shannon Hart1 , Ryan P. Kelly2 , Ryan M. Murray1 , Anna Nippard1 , Jared M. Ryan1 , Roger Avery1,3
1. Faculty of Medicine, Memorial University of Newfoundland, St. John’s, Newfoundland, Canada
2. Faculty of Medicine, Memorial University of Newfoundland, St. John’s, Newfoundland, Canada
3. Department of Neurosurgery, Memorial University of Newfoundland, St. John’s, Newfoundland, Canada
*Author to whom correspondence should be addressed.
Received: 23rd February, 2022 / Accepted: 13th April, 2022
Objective: The objective of this paper is to outline key principles required for a knowledge translation (KT) strategy on concussion education for medical trainees and physicians to promote knowledge retention and practice change. Design: Qualitative review of the literature on concussion education for medical trainees and physicians utilizing the Canadian Institute of Health Research (CIHR) Knowledge to Action (KTA) Cycle as a framework. Results: Medical education on concussion appears to be increasing, but many knowledge gaps persist. Although many concussion guidelines and standardized assessments have been developed, many physicians are either not aware of them, do not use them, or provide inaccurate or inconsistent discharge instructions. Focused, interactive concussion education sessions, education outreach by trained facilitators, and adoption of a spiral curriculum are preferred modalities. To facilitate concussion education, medical professionals must recognize the importance of concussion in their practice. Interventions should deliver high-yield information and be integrated into existing programs such as academic half days (AHD) and the Maintenance of Certification Program (MOC). Many KT tools and interventions have been developed, such as the Concussion Awareness Training Tool (CATT) for Medical Professionals, but evidence of their utilization and effectiveness is limited. Existing tools should be reviewed, updated, implemented, and evaluated for their effectiveness of improving both conceptual and instrumental knowledge. Conclusion: KT strategies for concussion medical education should utilize the CIHR KTA Cycle principles outlined in this review as a guide to design interventions that improve the concussion knowledge of medical trainees and physicians.
Concussion, Education, Knowledge Translation, Physician, Traumatic Brain Injury
