Mapping training needs for dissemination and implementation research: lessons from a synthesis of existing D&I research training programs

This chapter highlights just a sample of the many rich areas for dissemination and implementation research that will assist us in shortening the gap between discovery and practice, thus beginning to realize the benefits of research for patients, families, and communities. Greater emphasis on implementation in challenging settings, including lower and middle-income countries and underresourced communities in higher income countries will add to the lessons we must learn to fully reap the benefit of our advances in dissemination and implementation research methods. Moreover, collaboration and multidisciplinary approaches to dissemination and implementation research will help to make efforts more consistent and more effective moving forward. Thus, we will be better able to identify knowledge gaps that need to be addressed in future dissemination and implementation research, ultimately informing the practice and policies of clinical care and public health services.

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Adaptation in Dissemination and Implementation Science

10.1093/oso/9780190683214.003.0017 ◽

2017 ◽

Cited By ~ 19

Author(s):

Ana A. Baumann ◽

Leopoldo J. Cabassa ◽

Shannon Wiltsey Stirman

Keyword(s):

Implementation Science ◽

Implementation Research ◽

Implementation Strategies ◽

Dissemination And Implementation ◽

Research And Practice ◽

Implementation Outcomes ◽

Dissemination And Implementation Science ◽

Dissemination And Implementation Research

This chapter focuses on adaptations in the context of dissemination and implementation research and practice. Consistent with the existing literature, the authors recommend that adaptations be proactively and iteratively determined, strongly informed by a variety of stakeholders, and that efforts be made to carefully describe and document the nature of the adaptations and evaluate their impact on desired service, health, and implementation outcomes. While this chapter focuses on adaptations to interventions and the context of practice, the authors also note that adaptations may need to be made to implementation strategies. Following the call by Proctor and colleagues for further precision in defining and operationalizing implementation strategies, and based on evidence that scholars are not necessarily reporting what and how they are adapting the interventions, scholars are urged to define and evaluate the adaptations they are making not only to the interventions and context of practice but also to the implementation strategies.

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Measurement Issues in Dissemination and Implementation Research

10.1093/oso/9780190683214.003.0014 ◽

2017 ◽

Cited By ~ 5

Author(s):

Cara C. Lewis ◽

Enola K. Proctor ◽

Ross C. Brownson

Keyword(s):

Health Care ◽

Implementation Research ◽

Health Care Access ◽

Healthcare Research ◽

Dissemination And Implementation ◽

Measurement Issues ◽

Care Access ◽

Dissemination And Implementation Science ◽

Dissemination And Implementation Research ◽

Access And Quality

The National Institutes of Health, the Agency for Healthcare Research and Quality, the CDC, and a number of private foundations have expressed the need for advancing the science of dissemination and implementation. Interest in dissemination and implementation research is present in many countries. Improving health care requires not only effective programs and interventions, but also effective strategies to move them into community based settings of care. But before discrete strategies can be tested for effectiveness, comparative effectiveness, or cost effectiveness, context and outcome constructs must be identified and defined in such a way that enables their manipulation and measurement. Measurement is underdeveloped, with few psychometrically strong measures and very little attention paid to their pragmatic nature. A variety of tools are needed to capture health care access and quality, and no measurement issues are more pressing than those for dissemination and implementation science.

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Research and Services Partnerships: Partnership: A Fundamental Component of Dissemination and Implementation Research

Psychiatric Services ◽

10.1176/appi.ps.201300032 ◽

2013 ◽

Vol 64 (6) ◽

pp. 509-511 ◽

Cited By ~ 57

Author(s):

David A. Chambers ◽

Susan T. Azrin

Keyword(s):

Implementation Research ◽

Dissemination And Implementation ◽

Fundamental Component ◽

Dissemination And Implementation Research

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Implementation research training for learners in low- and middle-income countries: Evaluating behavior change after participating in a massive online open course

10.21203/rs.3.rs-105115/v1 ◽

2020 ◽

Author(s):

Pascal Launois ◽

Dermot Maher ◽

Edith Certain ◽

Bella Ross ◽

Michael J. Penkunas

Keyword(s):

Professional Practice ◽

Implementation Research ◽

Online Survey ◽

Training Programs ◽

Research Training ◽

Critical Role ◽

World Health ◽

Middle Income ◽

Middle Income Countries ◽

Low And Middle Income

Abstract Background Implementation research (IR) can play a critical role in the delivery of disease control interventions, particularly in low- and middle-income countries (LMICs). The growing demand for IR training has led to the development of a range of training programs and university courses, the majority of which can not be accessed by learners in LMICs. This article reports on the evaluation of a massive open online course (MOOC) developed by the Special Programme for Research and Training in Tropical Diseases hosted by the World Health Organization on the topic of IR with a focus on infectious diseases of poverty. This study followed Kirkpatrick’s Model to evaluate training programs with a specific focus on post-training changes in behavior. Methods MOOC participants were invited to take part in an anonymous online survey examining their IR knowledge and how they applied it in their professional practice approximately 1-1.5 years after completing the MOOC. The survey contained 43 open-ended, multiple choice and Likert-type questions. Descriptive statistics were calculated for the quantitative data and responses to the open-ended questions were thematically coded. Results A total of 748 MOOC participants responded to the survey. The demographic profile of the survey respondents aligned with that of the MOOC participants, with nearly 70% of respondents originating from Africa. Responses to the quantitative and open-ended survey questions revealed that respondents’ IR knowledge had improved to a large extent as a result of the MOOC, and that they used the knowledge and skills gained in their professional lives frequently. Respondents most often cited changes in their conceptual understanding of IR and understanding of the research process as substantial areas of change influenced by participating in the MOOC. Conclusions These findings indicate that the MOOC was successful in targeting learners from LMICs, in strengthening their IR knowledge and in contributing to their ability to apply it in their professional practice. The utility of MOOCs for providing IR training to learners in LMICs, where implementation challenges are encountered often, makes this platform an ideal standalone learning tool or one that could be combined with other training formats.

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