An Invitation from the Donaghue Foundation

The Donaghue Foundation would like to invite you to participate in their 2nd Annual Andrews Lecture Series, with guest speaker, Karen Barrow. The event is being held on Wednesday, September 16, 2009 at The Anlyan Center, Yale School of Medicine, 300 Cedar Street, New Haven, CT 4:00p.m.-5:00p.m. A reception will follow in the atrium.

To honor Ray Andrews' stewardship of the Donaghue Foundation from 1993 through 2007, the Trustees established an annual lecture series in his name that focuses on the voice of the patient. This lecture series gives expression to the patient's experience from a variety of perspectives.

Karen Barrow is the creator of "Patient Voices" for the New York Times on the web. Patient Voices features real stories from people coping with everything from attention deficit disorder to pancreatic cancer. In each installment of "Patient Voices," six to ten individuals living with a particular ailment share their experiences.

Ms. Barrow captures these very personal stories through recorded interviews and photographs that appear regularly on the The New York Times Well Blog. Karen Barrow holds a MA in biomedical journalism from New York University and a BA in biology from Cornell University. To read more information on Patient Voices click here.

This lecture is open to the public. Please call or email the Foundation at 860.521.9011 or conference@donaghue.org if you plan to attend so we can properly prepare for the reception.

An Interesting Read...

Translation of Research Into Practice: Why We Can’t "Just Do It"

Lee A. Green, MD, MPH and Colleen M. Seifert, PhD

Abstract: Translation of new knowledge into practice proceeds through 3 stages, from awareness through acceptance to adoption. Translational research focuses almost exclusively on the first 2 stages. We argue that improving the disappointing results of translation efforts will require a detailed understanding of how adoption takes place. We summarize research in cognitive science that illustrates how accepted "declarative" knowledge (acquired through lectures, reading, and discussion) differs (even down to its locus in the brain) from adopted "procedural" knowledge that is acted on in clinical practice. We suggest strategies that can capitalize on the cognitive processes by which declarative knowledge is proceduralized, as a means of making translation more effective, including (1) structured case-level feedback, automated or from human consultants, during the declarative stage; (2) practice in context early in the procedural stage; and (3) deliberative practice when procedural knowledge has been formed but is still being refined.

For the rest of the article, please click here.

The Journal of the American Board of Family Practice 18:541-545 (2005)