Knowledge Management for Data Use and Decision Making in International Public Health
Knowledge Management forData Use and Decision Making in International Public Health Leah D. Gordon MCHIP March 13, 2012
This report was made possible by support fromthe Bill & Melinda Gates Foundation under termsof the MLE Project for the Urban ReproductiveHealth Initiative. The MLE Project is implementedby the Carolina Population Center at theUniversity of North Carolina at Chapel Hill, inpartnership with African Population and HealthResearch Center and the International Center forResearch on Women. The authors’ viewsexpressed in this publication do not necessarilyreflect the views of the donor, the Bill & MelindaGates Foundation.
About the Authors Anna Schurmann, Maternal and Reproductive Health Consultant Leah D. Gordon, Knowledge Management Specialist Lisa Basalla-Mwaikambo, eLearning Coordinator
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.
How People Learn from and Share Knowledge Ecological learning Networks and relationships Observer to participant
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).
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.
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.
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.
Print publication Policy briefs Fact sheets Journal articles Example of an open access journal: Guttmacher Institute’s International Perspectives of Sexual and Reproductiv
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
Blogs Provide insight on individual or organization’s position Example: Malaria Free Future
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”
Interpersonal Communication cont. Communities of Practice – Routine Health Information Network and event coverage Listservs IBP’s Knowledge Gateway Recruiting champions Online discussion forums
The Classroom Distance and online learning – USAID’s Global Health eLearning Center Mobile technology assisted learning (mLearning) – AED-SATELLIFE project HealthNet.org Training workshops
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
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