Deena M Hamza, Anna MacLeod, Jonathan Sherbino, Anthony R Artino, Kristina Dzara, Lauren A Maggio, Robin Parker, Lara Varpio
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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":"{\"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. 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Purpose-Driven Design: A Case Report of a Knowledge Mobilization Portal.
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.
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.