Presented by Leah D. Gordon at the MCHIP Communicators Meeting in March 2012.

1. Knowledge Management for
Data Use and Decision Making in
International Public Health
Leah D. Gordon
MCHIP
March 13, 2012

2. This report was made possible by support from
the Bill & Melinda Gates Foundation under terms
of the MLE Project for the Urban Reproductive
Health Initiative. The MLE Project is implemented
by the Carolina Population Center at the
University of North Carolina at Chapel Hill, in
partnership with African Population and Health
Research Center and the International Center for
Research on Women. The authors’ views
expressed in this publication do not necessarily
reflect the views of the donor, the Bill & Melinda
Gates Foundation.

3. About the Authors
 Anna Schurmann, Maternal and Reproductive
Health Consultant
 Leah D. Gordon, Knowledge Management
Specialist
 Lisa Basalla-Mwaikambo, eLearning Coordinator

4. Purpose of Paper
 To explore knowledge management as a
discipline in public health
 To learn how knowledge activities are conducted
 To present platforms for knowledge sharing,
promoting data use and skill building.

5. HOW PEOPLE LEARN FROM &
SHARE KNOWLEDGE

6. How People Learn from and Share
Knowledge
 Ecological learning
 Networks and relationships
 Observer to participant

7. Ecological Learning
Information acquisition and skill building are
influenced by, and influence, factors at the
individual, interpersonal, community,
organizational and policy levels.
Learning can be enhanced through mutually
reinforcing messages at different levels (e.g.,
individual, community or organizational).

8. Networks and Relationships
A number of theories suggest learning takes
place in the context of social relationships—
between the expert and learner, and between
learners.
This suggests that communication platforms that
leverage existing networks are likely to be most
effective.

9. Observer to Participant
Learning takes place in the movement from
observer to participant.
Communication tools and platforms that support
KM can provide many opportunities for
peripheral and active participation.

10. Translating Research Findings into Action
Within the cognitive Evaluation
domain, there are six
Synthesis
consecutive steps in
Analysis
learning—knowledge,
comprehension, Application
application, analysis, Comprehension
synthesis and
Knowledge
evaluation. The
learner must pass
through each one to
get to the next step.

11. AUDIENCES

12. Policy Makers
 Policy makers need evidence
 Database example: Health-Evidence
 Dashboard example: My Public Health

13. Researchers
 Share and check research methodologies and
replicate findings
 Examples: Academic conferences, peer-review
journals, book and seminars

14. Program Managers
 Program managers benefit from access to
research findings
 61% of program managers need more
information on evidence-based practices
(K4Health, 2009)

15. PLATFORMS THAT SUPPORT
KNOWLEDGE MANAGEMENT

16. Print publication
 Policy briefs
 Fact sheets
 Journal articles
 Example of an open access journal: Guttmacher
Institute’s
International Perspectives of Sexual and Reproductiv

17. Web Sites
 Web sites used as tools for advocacy and
learning as well as resource centers
 Example: Measurement, Learning and
Evaluation’s Urban Reproductive Health

18. Blogs
 Provide insight on individual or organization’s
position
 Example: Malaria Free Future

19. Interpersonal Communication Methods
 Presentation and lectures
– Population Reference Bureau’s “Malthus” lecture
– Technology Entertainment and Design (TED)
 Podcasts
– WHO Media Centre
 Video Conferencing and webinars
– UNICEF’s Country-Led M&E Systems
 Online discussion forums
– PRB’s “Ask the Expert/Discuss Online”

20. Interpersonal Communication cont.
 Communities of Practice
– Routine Health Information Network and event
coverage
 Listservs
 IBP’s Knowledge Gateway
 Recruiting champions
 Online discussion forums

21. The Classroom
 Distance and online learning
– USAID’s Global Health eLearning Center
 Mobile technology assisted learning (mLearning)
– AED-SATELLIFE project HealthNet.org
 Training workshops

22. CONCLUSION

23. In summary
 KM strategies can bridge gaps between
knowledge and practice
 KM strategies must meet needs of defined
audiences
 KM works best when designed around common
purpose
 Reinforce messages through complimentary
communication platforms that support KM

24. www.urbanreproductivehealth.org
You can find the complete paper at:
www.urbanreproductivehealth.org
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