Developing a valid and reliable assessment on knowledge translation in the continuing professional development (CPD) of health professionals

Introduction: Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a KT learning assessment tool in CPD. Methods: The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes was utilized in crafting the 20-item IRV-KT tool. This instrument identified knowledge creation and action as essential KT constructs. Using a one-group post-posttest pre-experimental design, the KT competency was assessed in 3 moments (i.e. before and after CPD event and if in a lecture). Health professionals who successfully completed a CPD program using alternative teaching approaches were asked to complete the IRV-KT during the pilot study ( n = 10) and actual implementation ( n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing. Results: The initial test of the IRV-KT tool revealed a high internal reliability ( α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation ( r = 0.33, p < 0.05) and action ( r = 0.49, p 0.35, p < 0.05) in all segments. Discussion: The study practically produced reflective assessment tool to assess validly and reliability KT learning in a CPD. IRV-KT is seen to guide curriculum process of CPD programs to bridge learning and healthcare outcomes.