The Contribution of Conceptual Frameworks to Knowledge Translation Interventions in Physical Therapy

Abstract

Context: There is growing recognition of the importance of knowledge translation activities in physical therapy to ensure that research findings are integrated in clinical practice, and increasing numbers of knowledge translation interventions are being conducted. Although various frameworks have been developed to guide and facilitate the process of translating knowledge into practice, these tools have been infrequently used in physical therapy knowledge translation studies to date. Problem and recommendation: Knowledge translation in physical therapy implicates multiple stakeholders and environments, and involves numerous steps. In light of this complexity, the use of explicit conceptual frameworks by clinicians and researchers conducting knowledge translation interventions is associated with a range of potential benefits. In this article, we argue that such frameworks are important resources to promote the uptake of new evidence in physical therapy practice settings. We identify four key benefits associated with the use of conceptual frameworks in designing and implementing knowledge translation interventions. We also consider limits related to their use. We then evaluate a sample of five conceptual frameworks and consider how they address common barriers to knowledge translation in physical therapy. The goal of this analysis is to provide guidance to physical therapists seeking to identify a framework to support the design and implementation of a knowledge translation intervention. Finally, we illustrate the use of a conceptual framework through a case example. Conclusion: Increased use of conceptual frameworks can have a positive impact on the field of knowledge translation in physical therapy and support the development and implementation of robust and effective knowledge translation interventions that help span the research-practice gap.