9 – 14 Film can be a succinct, accessible and practical means of disseminating findings. 8 These approaches have been used to facilitate learning and to develop empathetic understanding. Performative approaches are powerful because they facilitate emotional engagement they evoke, provoke and stimulate ideas rather than present facts. The use of artistic media, such as film, lends itself to qualitative research. To maximise impact, researchers should consider the most effective way to present findings. 7 In short, we can construct knowledge as a verb, rather than as a noun. 6 This resonates with anthropological texts supporting the on-going re-enactment or ‘performance’ of cultural knowledge. 5 We assimilate knowledge from various sources in order to develop ‘situated judgement’ 3 or tacit knowledge. 3, 4 Central to dialectic theory is the idea that tension and struggle between ideas create new ways of thinking. Therefore, rather than conceptualising knowledge as ‘facts’ to be exchanged, it might be useful to consider knowledge as a process or dialectic. The way that we conceptualise knowledge might mean that we underestimate the potential for learning from qualitative research. There is therefore a real danger that qualitative research is side-lined. One of the inherent difficulties of evaluating qualitative knowledge mobilisation is that findings are not neatly packaged ‘facts’. 1, 2 Although qualitative research can offer insight into patients’ experience for improved care, there are no studies that explore the usefulness of qualitative research findings for pain education. A recent qualitative systematic review of patients’ experiences of chronic pain demonstrates that patients with chronic pain often feel that they have not been heard by their clinicians.

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