The Knowledge Management Paradox : Bridging Knowledge and Pedagogy for Clinical Care

Knowledge management and learning are both evolving practices enhancing individual's learning and understanding through provision of information. Knowledge management systems (KMS) are normally characterised as technologies to provide and access information. However, the pedagogical approaches used are more important than the procedural features of the technology. The paper proposes a knowledge based pedagogical framework (KBP) to highlight the involvement of knowledge management (KM) in healthcare organisations. In the healthcare there are yet unanswered questions concerning the part that knowledge plays in decision-making and key challenges to integrate patient's value, evidence and choice into a KM system. This paper advocates that this could be due to lack of pedagogical practices on assessing the value of knowledge, comprehension and learning applications. The purpose of this study is to gain insight on integrating learning tools and pedagogical practices to discover and manage knowledge systematically within the framework of KM. This blending will help to enrich and address the current KM issues through supporting knowledge activities and by manipulating unstructured, heterogeneous knowledge sources. The framework proposes to enhance rapid and accurate identification of tacit and explicit knowledge between learners to identify KM and pedagogical approaches for the purpose of exploiting and supporting the healthcare knowledge community