Is transferring an educational innovation actually a process of transformation?

Recent debates question the extent to which adopting an educational innovation requires compromise between the innovation's original design and the adoption site's context. Through compromises, the innovation's fundamental principles may be transferred, transformed, or abandoned. This paper analyzes such compromises during the piloting of Team-Based Learning (TBL).

Family physicians and dementia in Canada: Part 2. Understanding the challenges of dementia care.

Objective: To explore the challenges Canadian family physicians face in providing dementia care.

Design: Qualitative study using focus groups.

Setting: Academic family practice clinics in Calgary, Alta, Ottawa, Ont, and Toronto, Ont.

Family physicians and dementia in Canada: Part 1. Clinical practice guidelines: awareness, attitudes, and opinions.

Objective: To assess Canadian family physicians' awareness of, attitudes toward, and use of the 1999 Canadian Consensus Conference on Dementia (CCCD) clinical practice guidelines (CPGs); to explore the barriers and enablers to implementing dementia CPGs in clinical practice; and to identify more effective strategies for future dementia guideline development and dissemination.

Design: Qualitative study using focus groups.

Setting: Academic family practice clinics in Calgary, Alta, Ottawa, Ont, and Toronto, Ont.

Management of dementia by family physicians in academic settings.

Objective: To determine what proportion of patients with dementia seen by family physicians are assessed and managed according to the recommendations of the Canadian Consensus Conference on Dementia (CCCD).

Design: Retrospective medical record review.

Setting: Outpatient services in university-affiliated family practice clinics in Calgary, Alta; Ottawa, Ont; and Toronto, Ont.