Friday, July 21, 2017

Identifying the supports and barriers to the implementation of an educational intervention to promote hematology and oncology residents' use of Evidence-Based Medicine: a knowledge translation study

Chantal Cassis
Jewish General Hospital / McGill University

Evidence-based medicine (EBM) has a positive impact on cancer care. It has been shown to improve progression free survival and overall survival and decrease the risk of relapse as well as health expenditure. Despite this knowledge, studies have confirmed a significant non-compliance rate with evidence-based practice guidelines. The process by which evidence is moved into practice is called knowledge translation. Moving knowledge into practice is a complex process dependent on many variables including the nature of knowledge, stakeholders’ readiness and ability to adopt new knowledge and the local sociocultural context. The field of knowledge translation makes use of conceptual frameworks to better understand the influence and relationship between these variables to improve the implementation of knowledge into practice. The purpose of this study is to make use of the “Knowledge-to-Action” cycle, one such conceptual framework, to gain an understanding of the barriers and facilitators to evidence-based practice (EBP) by hematology/oncology faculty and residents and to an educational intervention to increase EBP amongst hematology/oncology residents. We used a sequential mixed method design consisting of a survey (Evidence-based Practice Questionnaire- EBPQ) followed by focus groups with faculty and residents. The focus group questionnaire was based on the Theoretical Domains Framework to ensure a comprehensive assessment of all potential barriers and facilitators to EBP and our educational intervention. The information collected from the EBPQ and the qualitative analysis of the focus group transcripts was used to alter our educational intervention increasing the likelihood of a successful implementation and an effective intervention.