Export 345 results:
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Race, P. (2014).  Making learning happen: A guide for post-compulsory education.
Zaslansky, R., Rothaug J., Chapman R. C., Backström R., Brill S., Engel C., et al. (2014).  PAIN OUT: an international acute pain registry supporting clinicians in decision making and in quality improvement activities. Journal of Evaluation in Clinical Practice. 20, 1090–1098.
Schwellnus, H., & Carnahan H. (2014).  Peer-coaching with health care professionals: What is the current status of the literature and what are the key components necessary in peer-coaching? A scoping review. Medical Teacher. 36, 38–46.
Roy, V., Dufault S. Genest, & Châteauvert J. (2014).  Professional Co-Development Groups: Addressing the Teacher Training Needs of Social Work Teachers. Journal of Teaching in Social Work. 34, 29–45.
Aita, M., Héon M., Lampron A., Dupuis F., & Le May S. (2014).  Professional codevelopment groups for the promotion of nursing research in clinical settings. Journal of Nursing Education and Practice. 5, p137.
Cooper, A. Mae (2014).  Research Mediation in Education: A Typology of Research Brokering Organizations That Exist Across Canada. Alberta Journal of Educational Research. 59, 181–207.
American Educational Research Association, American Psychological Association, National Council on Measurement in Education (2014).  Standards for educational and psychological testing.
MacGregor, J. C. D., Wathen N., Kothari A., Hundal P. K., & Naimi A. (2014).  Strategies to promote uptake and use of intimate partner violence and child maltreatment knowledge: an integrative review. BMC public health. 14, 862.
Evans, S., & Scarbrough H. (2014).  Supporting knowledge translation through collaborative translational research initiatives: 'Bridging’ versus ‘blurring’ boundary-spanning approaches in the UK CLAHRC initiative. Social Science & Medicine. 106, 119–127.
Boisvert, J. (2014).  Une communauté de pratique, comment ça marche? Manuel de soutien au démarrage et au développement d’une communauté de pratique.
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Foy, R., & Eccles M. P. (2013).  Audit and feedback interventions. Knowledge Translation in Health Care. 183–188.
McGinty, J., Radin J., & Kaminski K. (2013).  Brain-Friendly Teaching Supports Learning Transfer. New Directions for Adult and Continuing Education. 2013, 49–59.
Long, J. C., Cunningham F. C., & Braithwaite J. (2013).  Bridges, brokers and boundary spanners in collaborative networks: a systematic review. BMC health services research. 13, 158.
McCormack, L., Sheridan S., Lewis M., Boudewyns V., Melvin C. L., Kistler C., et al. (2013).  Communication and dissemination strategies to facilitate the use of health-related evidence.
Hardré, P. L. (2013).  Considering Components, Types, and Degrees of Authenticity in Designing Technology to Support Transfer. New Directions for Adult and Continuing Education. 2013, 39–47.
Cooke, R. G., Mitchell S., MSW RSW. Wayne Skin, & MSW RSW. Carolynne (2013).  Continuing education to go: capacity building in psychotherapies for front-line mental health workers in underserviced communities. Canadian Journal of Psychiatry. 58, 335.
Morrison, A. (2013).  Contribution Anlysis: An introduction. Scotish Government.
Desomer, A., Dilles T., Steckel S., Duchesnes C., Van Meerbeek M., Peremans L., et al. (2013).  Dissemination and implementation of clinical practice guidelines in Belgium.
Lemire, M., Demers-Payette O., & Jefferson-Falardeau J. (2013).  Dissemination of performance information and continuous improvement: a narrative systematic review. Journal of health organization and management. 27, 449–478.
Willems, M., Schröder C., Post M., van der Weijden T., & Visser-Meily A. (2013).  Do knowledge brokers facilitate implementation of the stroke guideline in clinical practice?. BMC health services research. 13, 434.
Grant, A. M. (2013).  The efficacy of coaching. The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring. 15–39.
Waring, J., Currie G., Crompton A., & Bishop S. (2013).  An exploratory study of knowledge brokering in hospital settings: Facilitating knowledge sharing and learning for patient safety?. Social Science & Medicine. 98, 79–86.