SummaryUniversities play a vital role in social progress. Knowledge management (KM) is a kind of process which transforms data into knowledge and knowledge into capital. The aim of this paper is to investigate the use of KM in the field of education of medical sciences in order to help educators and students benefit from the knowledge present in the field of health sciences in a more meaningful and informed way.To achieve the aim of this narrative review, the related Persian and English literature sources were carefully examined; first, the Internet and other data bases were searched for articles containing one or more of the following key words: knowledge, knowledge management, medical science and higher education. Then, the related articles were quickly scanned and useful information was extracted. The selected parts of the text were carefully studied and summarized by two researchers. After gaining a thorough comprehension of the subject, its different dimensions and aspects were described and compared.As a process, the goal of KM in the field of medical sciences is to motivate the creation, sharing, storing and utilization of knowledge. Knowledge creation occurs by continually transforming tacit knowledge into explicit knowledge and vice versa. KM can be implemented in different areas of medical science including clinical practice. Knowledge managements system (KMS) plans are used to provide high quality, high value cost-effective care in medical science. Critical factors that influence the success of the implementation of KM in the field of medical education include culture, leadership and appropriate substructure. KM can be implemented for the development of medical education. KM is a tool which makes education and its practice intellectual, high quality and affordable. Implementation of KM is recommended in the field of medical education for effective health care delivery.
References
1.
Olivera F. Memory Systems In Organizations: An Empirical Investigation Of Mechanisms For Knowledge Collection, Storage And Access. Journal of Management Studies. 2000;37(6):811–32.
2.
Kothari A, Rudman D, Dobbins M, Rouse M, Sibbald S, Edwards N. The use of tacit and explicit knowledge in public health: a qualitative study. Implementation Science. 2012;7(1).
3.
Mattila LR, Koivisto V, Häggman-Laitila A. Evaluation of learning outcomes in a research process and the utilization of research knowledge from the viewpoint of nursing students. Nurse Education Today. 2005;25(6):487–95.
4.
Ferlie E, Crilly T, Jashapara A, Peckham A. Knowledge mobilisation in healthcare: A critical review of health sector and generic management literature. Social Science & Medicine. 2012;74(8):1297–304.
5.
Gabbay J, May A le. Evidence based guidelines or collectively constructed “mindlines?” Ethnographic study of knowledge management in primary care. BMJ. 2004;329(7473):1013.
6.
Mattila LR, Eriksson E. Nursing students learning to utilize nursing research in clinical practice. Nurse Education Today. 2007;27(6):568–76.
7.
Knowledge Management in Occupational Hygiene: The United States Example. The Annals of Occupational Hygiene.
8.
Orzano AJ, McInerney CR, Scharf D, Tallia AF, Crabtree BF. A knowledge management model: Implications for enhancing quality in health care. Journal of the American Society for Information Science and Technology. 2008;59(3):489–505.
9.
Tian J, Nakamori Y, Wierzbicki AP. Knowledge management and knowledge creation in academia: a study based on surveys in a Japanese research university. Journal of Knowledge Management. 2009;13(2):76–92.
10.
Peirson L, Ciliska D, Dobbins M, Mowat D. Building capacity for evidence informed decision making in public health: a case study of organizational change. BMC Public Health. 2012;12(1).
11.
Mishra B, Uday Bhaskar A. Knowledge management process in two learning organisations. Journal of Knowledge Management. 2011;15(2):344–59.
12.
Argote L, Beckman SL, Epple D. The Persistence and Transfer of Learning in Industrial Settings. Management Science. 1990;36(2):140–54.
13.
Bhatt GD. Knowledge management in organizations: examining the interaction between technologies, techniques, and people. Journal of Knowledge Management. 2001;5(1):68–75.
14.
Gortner SR. Knowledge development in nursing: Our historical roots and future opportunities. Nursing Outlook. 2000;48(2):60–7.
15.
Bosua R, Scheepers R. Towards a model to explain knowledge sharing in complex organizational environments. Knowledge Management Research & Practice. 2007;5(2):93–109.
16.
Dawes M, Sampson U. Knowledge management in clinical practice: a systematic review of information seeking behavior in physicians. International Journal of Medical Informatics. 2003;71(1):9–15.
17.
Teng CL. Clinical knowledge management at the point of care. International e-Journal of Science, Medicine & Education. 6(Suppl1):S137–41.
18.
Bradley SF. Processes in the creation and diffusion of nursing knowledge: an examination of the developing concept of family‐centred care. Journal of Advanced Nursing. 1996;23(4):722–7.
19.
Walsh JP, Ungson GR. Organizational Memory. The Academy of Management Review. 1991;16(1):57.
20.
Kenner C, Fernandes JH. Knowledge management and advanced nursing education. Newborn and Infant Nursing Reviews. 2001;1(3):192–8.
21.
Songsangyos P. The Knowledge Management in Higher Education in Chiang Mai: A Comparative Review. Procedia - Social and Behavioral Sciences. 2012;69:399–403.
22.
Rowley J. Is higher education ready for knowledge management? International Journal of Educational Management. 2000;14(7):325–33.
23.
Brooks F, Scott P. Knowledge work in nursing and midwifery: An evaluation through computer-mediated communication. International Journal of Nursing Studies. 2006;43(1):83–97.
24.
Kothari A, Hovanec N, Hastie R, Sibbald S. Lessons from the business sector for successful knowledge management in health care: A systematic review. BMC Health Services Research. 2011;11(1).
25.
Cases M, Furlong LI, Albanell J, Altman RB, Bellazzi R, Boyer S, et al. Improving data and knowledge management to better integrate health care and research. Journal of Internal Medicine. 2013;274(4):321–8.
The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.
