Table 3.
Overview of reported effects from different forms of knowledge communication
| Publication | Form of communication | Effects in focus | Identified effects (B: Beliefs, K: Knowledge, A: Action) | Explicit before-and-after measurement |
|---|---|---|---|---|
| Aelbrecht and Stevens (2015) | Presentations and informal talks | Altered knowledge on urban design and analytical capabilities | Increased knowledge (K) | No |
| Andrews et al. 2020 | Storytelling and action-learning events | Work satisfaction and improved quality of life for the elderly and their carers | Increased work satisfaction (B) and improvements of quality of life (A) | No |
| Annemans and Heylighen (2021) | Workshops, presentations, and documents | Altered knowledge on healthcare buildings and patient experience of building design | Increased knowledge (K), increased attentiveness of patient experiences (B) and improved communication (A) | No |
| Arevalo et al. (2020) | Storytelling | Perceived usefulness of research-based storylines | Increased knowledge of context. (K) Most participants considered the storylines to be useful. | No |
| Bruce and O’Callaghan (2016) | Discussions | Altered knowledge on policy relevant areas | Increased knowledge in some, but not all, cases (K) | No |
| Dowson (2019) | Action learning, telephone coaching | Altered knowledge and confidence (e.g., communication skills) | Self-assessed improvements of knowledge (K) and confidence (B) | Yes |
| Hains et al. (2019) | Educational data program | Altered knowledge and confidence on medical treatment | Increased knowledge (K) and confidence (B) | Yes |
| Hakkarainen et al. (2020) | Workshops | Science-society relationships, knowledge, and perceptions | Increased knowledge (K) and improved science-society relationships (A) | Yes |
| Hall et al. (2019) | Workshops | Application of learning about research methods | Developed library and information services, research dissemination, networking, and research collaborations (A) | No |
| Hambidge et al. 2019 | Learning platform | Public engagement and knowledge of international and local issues in higher education | Improved knowledge (K) | No |
| Hurley et al. (2017) | Workshop | Improved research usability in practice | Moderately improved usability of research (K) | No |
| Janousek and Blair (2018) | Group discussion, deliberation | Improved theory-practice exchange | * | No |
| Kremer et al. (2017) | Workshops, writing assistance | Evidence-informed policy-making skills and, use of evidence in policy briefs (A) | Evidence-informed policy-making skills increased (K) | Yes |
| Lee et al. (2018) | Workshops | Perceptions of knowledge, confidence to assess persons with memory problems application of learning in clinical practice | Increased confidence (B) and improved ability (K). Most respondents applied their learning in practice. (A) | No |
| Lundmark et al. (2019) | Lectures, deliberative group discussions | Self-assessed knowledge and policy beliefs | Self-assessed knowledge remained after 3-4 months (K) Effects on policy beliefs largely disappeared (B) | Yes |
| Lundmark et al. (2017) | Lectures, deliberative group discussions | Self-assessed knowledge and policy beliefs | Lectures were more effective than group deliberation to transfer knowledge (K) and to alter policy beliefs (B) | Yes |
| McCart et al. (2020) | Online training modules | Altered knowledge and self-efficacy | Knowledge increase (K) and increased self-efficacy regarding knowledge application (B) | Yes |
| Oronje et al. (2019) | Training, mentoring programs, discussion forums | Altered knowledge and skills | Improved knowledge and skills on how to use evidence in decision-making (K) | Yes |
| Packer et al. (2019) | Workshops | Self-assessed knowledge | Perceived knowledge increase (K) | No |
| Porterfield et al. (2017) | Online communication platform | Use of information and quality improvement capacity | Increased quality improvement capacity (K) and use of the information at work (A) | No |
| Rajaeian et al. (2018) | Collaborative research, informal communication, consultancy, presentations at seminars, publications | Awareness of implementation | Personal communication was more effective than publications. Researchers’ motivation had a positive impact (K) | No |
| Sass et al. (2019) | Educational program with practice-based learning | Altered knowledge, attitudes, and behavioral change | Increased knowledge (K) and communication, altered practices (A) and improved service satisfaction (B) | No |
| Ugolini et al. (2015) | Publications, Internet, manuals, e-learning, technical meetings, seminars, and conferences | Factors that can increase KT effectiveness (e.g., capacity for innovation, collaborations, language) | * | No |
| Winarto et al. (2017) | Science field-shops | Altered knowledge and habits | Improved knowledge (K) altered beliefs (B) and application of sustainable agriculture (A) | No |
| Wright and Wright (2017) | Workshops, online resource hub | Altered beliefs | Altered beliefs (B) (the participants became more reflexive and critically conscious) | No |
Classification notes (A, B or C) are included when there are differences between explored and identified effects. The review articles are excluded from the table as their content in this regard is not possible to classify. Two studies (marked with *) are also unclassified, in these cases due to focus on KT design, rather than effect outcomes (se methods)