Sentence examples for practices for knowledge from inspiring English sources

In 2008, the Regenstrief Institute joined the Clinical Decision Support Consortium CDSCC) [ 27], which seeks "to assess, define, demonstrate, and evaluate best practices for knowledge management and clinical decision support in healthcare information technology at scale – across multiple ambulatory care settings and EHR technology platforms" [ 28].

Furthermore, by systematically monitoring and reflecting on the process and outcomes of change, 47 it helps to bridge the gap between theory and practice in both directions: knowledge for practice and practice for knowledge.

This potential has been recognised by other researchers, for example by the Montreal Stroke Network, which is planning a series of trials around an e-collaborative platform using Communities of Practice theory for knowledge sharing on best practice in stroke care.

Likewise, practices for improving knowledge sharing were also promoted in the companies, such as mentoring, lectures/technical lunches, Dojos, and team member rotation.

Additionally, because the focus of today's KM has shifted to KM practices for capturing knowledge that are fundamentally people-focused approaches, considering human and social factors in the KM puzzle is critical to potentially further the impact of health and development programs.

Evidence-based practice calls for knowledge about risks and prevalences of diseases deserving special awareness.

Most of the existing KMSs adopt Communities of Practice (CoPs) for knowledge sharing and exchange.

Furthermore, proposals for improved practices of knowledge reuse are identified.

His research interest includes applying the best practices of knowledge management for an effective human resource management.

These studies agree on the fact that the educational innovation process represents a favorable and intentional change in the educational process and involves contents, methods, practices, and means for knowledge transmission.

The circuit diagrams and maps of activity and actors constituted a practice for producing knowledge about the research project and how the students' and advisors' roles within the project were produced through these interrelations.