Purpose-Driven Design: A Case Report of a Knowledge Mobilization Portal.

IF 3.9 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Perspectives on Medical Education Pub Date : 2025-09-16 eCollection Date: 2025-01-01 DOI:10.5334/pme.1791
Deena M Hamza, Anna MacLeod, Jonathan Sherbino, Anthony R Artino, Kristina Dzara, Lauren A Maggio, Robin Parker, Lara Varpio
{"title":"Purpose-Driven Design: A Case Report of a Knowledge Mobilization Portal.","authors":"Deena M Hamza, Anna MacLeod, Jonathan Sherbino, Anthony R Artino, Kristina Dzara, Lauren A Maggio, Robin Parker, Lara Varpio","doi":"10.5334/pme.1791","DOIUrl":null,"url":null,"abstract":"<p><strong>Background & need for innovation: </strong>Synthesizing academic literature is a foundational skill in health professions education (HPE), enabling evidence-informed decision-making and continuous improvement. However, privileging one review type as the \"gold standard\" reinforces a narrow hierarchy of evidence, marginalizing alternative worldviews and synthesis approaches.</p><p><strong>Goal of innovation: </strong>This innovation aimed to broaden understanding and legitimate use of diverse literature synthesis methods by developing an accessible knowledge mobilization portal to support learners, educators, and scholars across the HPE community.</p><p><strong>Steps taken for development and implementation of innovation: </strong>We developed <i>LitR-Ex.com</i> <i>(Literature Reviews Explained)</i> to showcase eight literature synthesis methods-the Literature Review Series (LRS). The Eco-Normalization Framework guided the design, implementation, and reflexive evaluation of the portal, aligning the innovation with contextual affordances and user needs. A collaborative, values-driven approach supported content co-creation, informed by lived experience, mutual trust, and a shared commitment to inclusivity.</p><p><strong>Evaluation of innovation: </strong>The platform successfully launched and has been sustained through a network of contributors. Informal feedback and web analytics suggest positive engagement, and early adopters report its utility in teaching and research contexts. The innovation's resonance stems not only from its content but from the relationships and shared purpose underlying its development.</p><p><strong>Critical reflection on your process: </strong>Key catalysts included: (1) friendship as an often-overlooked motivator in academic work; (2) trust and relationships that fostered momentum; and (3) a shared vision that anchored the innovation. These relational dimensions were as critical as the technical design in ensuring uptake and sustainability.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"570-577"},"PeriodicalIF":3.9000,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12447794/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.1791","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

Abstract

Background & need for innovation: Synthesizing academic literature is a foundational skill in health professions education (HPE), enabling evidence-informed decision-making and continuous improvement. However, privileging one review type as the "gold standard" reinforces a narrow hierarchy of evidence, marginalizing alternative worldviews and synthesis approaches.

Goal of innovation: This innovation aimed to broaden understanding and legitimate use of diverse literature synthesis methods by developing an accessible knowledge mobilization portal to support learners, educators, and scholars across the HPE community.

Steps taken for development and implementation of innovation: We developed LitR-Ex.com (Literature Reviews Explained) to showcase eight literature synthesis methods-the Literature Review Series (LRS). The Eco-Normalization Framework guided the design, implementation, and reflexive evaluation of the portal, aligning the innovation with contextual affordances and user needs. A collaborative, values-driven approach supported content co-creation, informed by lived experience, mutual trust, and a shared commitment to inclusivity.

Evaluation of innovation: The platform successfully launched and has been sustained through a network of contributors. Informal feedback and web analytics suggest positive engagement, and early adopters report its utility in teaching and research contexts. The innovation's resonance stems not only from its content but from the relationships and shared purpose underlying its development.

Critical reflection on your process: Key catalysts included: (1) friendship as an often-overlooked motivator in academic work; (2) trust and relationships that fostered momentum; and (3) a shared vision that anchored the innovation. These relational dimensions were as critical as the technical design in ensuring uptake and sustainability.

Abstract Image

Abstract Image

目的驱动设计:一个知识动员门户的案例报告。
背景和创新需求:综合学术文献是卫生专业教育(HPE)的一项基本技能,使循证决策和持续改进成为可能。然而,将一种评论类型作为“黄金标准”的特权强化了狭隘的证据等级,边缘化了其他世界观和综合方法。创新目标:这项创新旨在通过开发一个可访问的知识动员门户来支持整个HPE社区的学习者、教育者和学者,从而扩大对各种文献综合方法的理解和合法使用。开发和实施创新的步骤:我们开发了LitR-Ex.com(文献评论解释),展示八种文献综合方法-文献评论系列(LRS)。生态规范框架指导了门户的设计、实现和反思性评估,将创新与上下文支持和用户需求结合起来。基于生活经验、相互信任和对包容性的共同承诺,以协作、价值驱动的方式支持内容共同创作。创新评估:该平台成功启动,并通过贡献者网络持续运营。非正式反馈和网络分析表明积极参与,早期采用者报告其在教学和研究环境中的效用。创新的共鸣不仅源于其内容,还源于其发展背后的关系和共同目标。对你的过程进行批判性反思:关键的催化剂包括:(1)友谊是学术工作中经常被忽视的动力;(2)促进动力的信任和关系;(3)支撑创新的共同愿景。在确保吸收和可持续性方面,这些关系方面与技术设计一样至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
5.70
自引率
8.30%
发文量
31
审稿时长
28 weeks
期刊介绍: Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Official journal of the The Netherlands Association of Medical Education (NVMO). Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信