Knowledge translation from clinical education workshop to workplace

Challenging situations are frequently experienced by clinical educators (CEs) during allied health student placements. However, there is limited literature reporting outcomes of training of workplace-based CEs to manage such challenges. The aim of this proof-of-concept study was to explore knowledge translation processes adopted in an interprofessional continuing professional development (CPD) workshop and the feasibility of follow up outcome measures. This project recruited CEs who participated in a “Working with Students in Challenging Situations” workshop. Knowledge translation processes including goal setting and outcome measures focusing on workplace application of learning were incorporated in workshop design. Post-workshop knowledge translation and learning outcomes were explored by analysing the nature and achievement of participants’ learning goals. This approach to workshop evaluation highlights current and future learning needs of workshop participants. Participants’ learning goals included information-seeking to support students with complex learning needs, developing proactive educational approaches and critical reflection but rarely focused on their own personal attributes. Post workshop findings indicate variability in effective implementation of learning goals with practice transformation influenced by CE, student and workplace factors. Findings show goal setting could be an important design feature of clinical education CPD workshops. However, workshop participants may require time and support to reflect on their individual professional needs and construct realistic goals that encompass and consider the impacts of educator and workplace factors. Goal attainment measures may be a useful indicator within a suite of measures to track knowledge translation and enhance supervisory practice in response to challenging situations.