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Identifiant d'origine
QT
Libellé préféré
gestion des connaissances 
knowledge management Libellé catégorie
Gestion des connaissances Knowledge management Acronyme Q-Code
KMNote de contenu Q-Code
effet de levier de la sagacité collective au sein d'une organisation comme catalyse d'une augmentation de la réactivité et de l'innovation. (MeSH)the leveraging of collective wisdom within an organization as a catalyst to increase responsiveness and innovation.(MeSH) Contenu conceptuel Q-Code
knowledge ; (1) individual, that is, held in people's heads and translated (or not) into action by human will and agency, and (2) collective, that is, socially shared and organizationally embedded, whose effect on individual behavior and specific outcomes is more diffuse (Contandriopoulos & all 2010)Knowledge ; Facts, information, and skills acquired through experience or education by per- ceiving, discovering, or learning; the theoretical or practical understanding of a subject. It can be implicit (as with practical skill or expertise) or explicit (as with the theoretical understanding of a subject); it can be more or less formal or systematic. Knowledge acquisition involves complex cognitive processes: per- ception, communication, association and reasoning. (EURACT 2014)Knowledge Management :The leveraging of collective wisdom within an organization as a catalyst to increase responsiveness and innovation.(MeSH) Knowledge transmission; refers to the learning of declarative knowledge (such as facts and principles), of procedural knowledge (such as analyzing data or using kinesthetic skills) and of conditional knowledge (correctly applying knowledge to a given situation). (Stoddard & Borges 2015)Learning ; Relatively permanent change in behavior that is the result of past experience or practice. The concept includes the acquisition of knowledge.(MeSH)CUI UMLS
C0687753
Référence bibliographique
Citation
Bazemore A, Peterson L, Jetty A, Wingrove P, Petterson S, Phillips R. Over Half of Graduating Family Medicine Residents Report More Than $150,000 in Educational Debt. Journal of the American Board of Family Medicine : JABFM. 2016; 29(2): 180-1. Available from: http://www.ncbi.nlm.nih.gov/pubmed/26957373
Bengough T, Bovet E, Bécherraz C, Schlegel S, Burnand B, Pidoux V. Swiss family physicians' perceptions and attitudes towards knowledge translation practices. BMC family practice. 2015; 16: 177. Available from: http://www.ncbi.nlm.nih.gov/pubmed/26651830
Dagenais C, Malo M, Robert É, Ouimet M, Berthelette D, Ridde V. Knowledge transfer on complex social interventions in public health: a scoping study. PloS one. 2013; 8(12): e80233. Available from: http://www.ncbi.nlm.nih.gov/pubmed/24324593
Field B, Booth A, Ilott I, Gerrish K. Using the Knowledge to Action Framework in practice: a citation analysis and systematic review. Implementation science : IS. 2014; 9: 172. Available from: http://www.ncbi.nlm.nih.gov/pubmed/25417046
Gabbay J, le May A. Evidence based guidelines or collectively constructed "mindlines?" Ethnographic study of knowledge management in primary care. BMJ (Clinical research ed.). 2004; 329(7473): 1013. Available from: http://www.ncbi.nlm.nih.gov/pubmed/15514347
Stoddard HA, Borges NJ. A typology of teaching roles and relationships for medical education. Medical teacher. 2016; 38(3): 280-5. Available from: http://www.ncbi.nlm.nih.gov/pubmed/26075952
Yamada J, Shorkey A, Barwick M, Widger K, Stevens BJ. The effectiveness of toolkits as knowledge translation strategies for integrating evidence into clinical care: a systematic review. BMJ open. 2015; 5(4): e006808. Available from: http://www.ncbi.nlm.nih.gov/pubmed/25869686
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