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Aliki Thomas

Researcher at McGill University

Publications -  112
Citations -  2244

Aliki Thomas is an academic researcher from McGill University. The author has contributed to research in topics: Knowledge translation & Medicine. The author has an hindex of 19, co-authored 80 publications receiving 1283 citations. Previous affiliations of Aliki Thomas include Uniformed Services University of the Health Sciences & Université du Québec à Trois-Rivières.

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Journal ArticleDOI

Physical, cognitive, and mental health impacts of COVID-19 after hospitalisation (PHOSP-COVID): a UK multicentre, prospective cohort study.

Rachael A. Evans, +780 more
TL;DR: In this paper, the effects of COVID-19-related hospitalisation on health and employment, to identify factors associated with recovery, and to describe recovery phenotypes were determined.
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Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review

TL;DR: It is indicated that use of social constructivist theory in the KT literature was limited and haphazard, and the Knowledge to Action framework has strong constructivist underpinnings that can be used in moving forward within the broader KT enterprise.
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Engaging stakeholders in rehabilitation research: a scoping review of strategies used in partnerships and evaluation of impacts

TL;DR: There is a great interest in rehabilitation to engage stakeholders in the research process, however, further evidence is needed to identify effective strategies for meaningful stakeholder engagement that leads to more useful research that positively impacts practice.
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Research utilization and evidence-based practice in occupational therapy: a scoping study.

TL;DR: A scoping review of the literature on evidence-based practice supports in occupational therapy found a process that integrates client-centered practice, structured reflection, case application, and peer consultations within a scholarship of practice model facilitates occupational therapists' evaluation and integration of research evidence.
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Knowledge Syntheses in Medical Education: Demystifying Scoping Reviews

TL;DR: There are concerns that it is a less rigorous and defensible means to synthesize HPE literature, and the authors offer lessons learned and suggestions for colleagues who are considering conducting scoping reviews.