scholarly journals Rethinking implementation science for health professions education: A manifesto for change

2021 ◽  
Author(s):  
Aliki Thomas ◽  
Rachel H. Ellaway
Keyword(s):  
Decision Making ◽  
Implementation Science ◽  
Scientific Inquiry ◽  
Health Professions ◽  
Health Professions Education ◽  
Policy And Practice ◽  
Key Stakeholders ◽  
Research Findings ◽  
Conceptual Paper ◽  
Context Specific

AbstractImplementation science approaches the challenges of translating evidence into practice as a matter of scientific inquiry. This conceptual paper uses an implementation science lens to examine the ways in which evidence from health professions education research is brought to bear on decision-making. The authors describe different decision-making contexts and the kinds of evidence they consider, and from this, they outline ways in which research findings might be better presented to support their translation into policy and practice. Reflecting on the nature of decision-making in health professions education and how decisions are made and then implemented in different health professions education contexts, the authors argue that researchers should align their work with the decision-making contexts that are most likely to make use of them. These recommendations reflect implementation science principles of packaging and disseminating evidence in ways that are meaningful for key stakeholders, that stem from co-creation of knowledge, that require or result in meaningful partnerships, and that are context specific and relevant.

scholarly journals Learning Needs Assessment for Multi-stakeholder Implementation Science Training in LMIC Settings: Findings and Recommendations

2021 ◽  
Author(s):  
Mallory Wolfe Turner ◽  
Stephanie Bogdewic ◽  
Erum Agha ◽  
Carrie Blanchard ◽  
Rachel Sturke ◽  
...  
Keyword(s):  
Implementation Science ◽  
Sampling Strategy ◽  
Structured Interview ◽  
Learning Needs ◽  
Middle Income ◽  
Middle Income Countries ◽  
Novel Approach ◽  
Research Findings ◽  
Multi Stakeholder ◽  
Context Specific

Abstract Background: Despite significant progress in the field of implementation science (IS), current training programs are inadequate to meet the global need, especially in low-and middle-income countries (LMICs). Even when training opportunities exist, there is a “knowledge-practice gap,” where implementation research findings are not useful to practitioners in a field designed to bridge that gap. This is a critical challenge in LMICs where complex public health issues must be addressed. This paper describes results from a formal assessment of learning needs, priority topics, and delivery methods for LMIC stakeholders.Methods: We first reviewed a sample of articles published recently in Implementation Science to identify IS stakeholders and assigned labels and definitions for groups with similar roles. We then employed a multi-step sampling approach and a random sampling strategy to recruit participants (n=39) for a semi-structured interview that lasted 30-60 minutes. Stakeholders with inputs critical to developing training curricula were prioritized and selected for interviews. We created memos from audio recorded interviews and used a deductively created codebook to conduct thematic analysis. We calculated kappa coefficients for each memo and used validation techniques to establish rigor including incorporating feedback from reviewers and member checking.Results: Participants included program managers, researchers, and physicians working in over 20 countries, primarily LMICs. The majority had over ten years of implementation experience but fewer than five years of IS experience. Three main themes emerged from the data, pertaining to past experience with IS, future IS training needs, and contextual issues. Most respondents (even with formal training) described their IS knowledge as basic or minimal. Preferences for future training were heterogeneous, but findings suggest that curricula must encompass a broader set of competencies than just IS, include mentorship/apprenticeship, and center the LMIC context.Conclusion: This work is the first to explicitly explore and highlight the need for fundamental, widespread, and context specific training in IS and capacity building in basic operational research for key stakeholders in LMICs. Therefore, we propose the novel approach of intelligent swarming as a solution to help build IS capacity in LMICs through the lens of sustainability and equity.

scholarly journals Key stakeholders’ views, experiences and expectations of patient and public involvement in healthcare professions’ education: a qualitative study

2021 ◽  
Author(s):  
Megan Cullen ◽  
Cathal Cadogan ◽  
Susmi George ◽  
Siobhan Murphy ◽  
Siobhan Freeney ◽  
...  
Keyword(s):  
Focus Groups ◽  
Public Involvement ◽  
Health Professions ◽  
Patient And Public Involvement ◽  
Health Professions Education ◽  
Multiple Perspectives ◽  
Group Setting ◽  
The Public ◽  
Training Requirements ◽  
Key Stakeholders

Abstract Background Patients and the public have an integral role in educating healthcare professionals. Authentic partnerships between higher education institutions and patients and the public are essential. This study examined key stakeholders’ views, experiences and expectations of patient and public involvement (PPI) including the nature of the involvement and requirements for partnership. Methods Purposive and snowball sampling was used to recruit key stakeholders, including patients and members of the public involved in health professions education, and academics interested in PPI. Focus groups were held with patient and public participants, providing the opportunity to gain multiple perspectives in an interactive group setting. Academics with an interest in PPI were interviewed using a semi-structured approach. Topic guides were derived from the literature and piloted prior to data collection. Focus groups and interviews were conducted until data saturation was achieved. All data was audio-recorded, transcribed, anonymised and thematically analysed. Results Four focus groups were conducted involving 23 patient and public participants (median number of participants per focus group of 6). Nine interviews were conducted with academics (face-to-face [n=8] or by telephone [n=1]). Five themes were developed: previous experiences of PPI, training requirements, challenges/barriers to PPI, facilitators of PPI and future ideas for PPI. All participants held positive views of the value of PPI. Participants had mixed views in terms of training, which depended on the level of involvement, but similar views on the challenges and facilitators for PPI in education. There was agreement that PPI requires institutional vision and investment to build strong relationships and a culture of PPI best practice. Conclusion There is a need for more strategic and formal involvement of patients and the public to ensure that that PPI becomes sustainably embedded in health professions education.

Improving research impact: lessons from the infrastructure engagement excellence standards

2021 ◽  
Author(s):  
Kirsty Jones ◽  
Sara Bice
Keyword(s):  
Knowledge Translation ◽  
Implementation Science ◽  
Research Impact ◽  
Integrated Knowledge Translation ◽  
Practical Implementation ◽  
Translation Theory ◽  
Policy And Practice ◽  
Research Implementation ◽  
Research Findings ◽  
Integrated Knowledge

Background: The gap between research and practical implementation remains a major challenge for policymakers. Research co-creation, involving researchers co-designing and co-producing research with industry, government and civil society, can support improved end user uptake and better research implementation.Aims and objectives: This Practice Paper introduces a process of research co-creation based in implementation science and integrated knowledge translation theories. It details the development of the Infrastructure Engagement Excellence Standards (IEE), a framework of 10 Standards defining the qualities of community engagement for optimal infrastructure planning and delivery. The paper details a research co-creation process applicable across a variety of industries and policy settings.Key conclusions: The Practice Paper introduces a theory-based method for research co-production and discusses strengths and weaknesses of the co-creation approach used to develop the IEE Standards. Implementation science and integrated knowledge translation theory offer important insights to support more successful research co-design and co-production. Research that incorporates these theories is better positioned to achieve implementation. The creation of the IEE Standards offers one helpful example of how researchers, policymakers and practitioners can begin to close the research-implementation gap.<br />Key messages<br /><ul><li>Research co-creation, using implementation science and integrated knowledge translation, supports uptake of research outcomes;</li><br /><li>Co-design creates ownership and understanding of research findings among participants;</li><br /><li>Ownership of research findings improves research use, to inform policy and practice;</li><br /><li>Involving end users in all research stages makes results more applicable and meets practice needs.</li></ul>

scholarly journals Podcasting as a Dissemination Method for a Researcher-Practitioner Partnership

2020 ◽  
Vol 16 (13) ◽  
Author(s):  
David Bryant Naff
Keyword(s):  
Decision Making ◽  
Evidence Based ◽  
Research Dissemination ◽  
Key Stakeholders ◽  
Other Information ◽  
Research Findings ◽  
Local Impact ◽  
School Divisions ◽  
Evidence Based Decision Making ◽  
Support Evidence

Researcher-practitioner partnerships (RPPs) present opportunities to conduct studies that support evidence-based decision-making for participating school divisions (Coburn, Penuel, & Geil, 2013). Doing this work effectively requires ongoing input from key stakeholders, attention to the local impact of the research, and targeted dissemination to audiences who can benefit from the findings (Tseng, 2012). Research dissemination methods typically include written reports, but constantly evolving media platforms show promise for sharing findings in engaging and innovative ways (Voithofer, 2005). This paper discusses the development and apparent impact of a podcast for a metropolitan RPP to disseminate research findings and other information pertinent to the priorities of partnering school divisions, with implications for broader conversations about exploring issues in public, PK-12 education.

scholarly journals These may not be the courses you are seeking: a systematic review of open online courses in health professions education

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Michael Rowe ◽  
Christian R. Osadnik ◽  
Shane Pritchard ◽  
Stephen Maloney
Keyword(s):  
Systematic Review ◽  
Decision Making ◽  
Online Courses ◽  
A Priori ◽  
Health Professions ◽  
The United States ◽  
Health Professions Education ◽  
Quality Data ◽  
The Many ◽  
Robust Evidence

Abstract Introduction Open Online Courses (OOCs) are increasingly presented as a possible solution to the many challenges of higher education. However, there is currently little evidence available to support decisions around the use of OOCs in health professions education. The aim of this systematic review was to summarise the available evidence describing the features of OOCs in health professions education and to analyse their utility for decision-making using a self-developed framework consisting of point scores around effectiveness, learner experiences, feasibility, pedagogy and economics. Methods Electronic searches of PubMed, Medline, Embase, PsychInfo and CINAHL were made up to April 2019 using keywords related to OOC variants and health professions. We accepted any type of full text English publication with no exclusions made on the basis of study quality. Data were extracted using a custom-developed, a priori critical analysis framework comprising themes relating to effectiveness, economics, pedagogy, acceptability and learner experience. Results 54 articles were included in the review and 46 were of the lowest levels of evidence, and most were offered by institutions based in the United States (n = 11) and United Kingdom (n = 6). Most studies provided insufficient course detail to make any confident claims about participant learning, although studies published from 2016 were more likely to include information around course aims and participant evaluation. In terms of the five categories identified for analysis, few studies provided sufficiently robust evidence to be used in formal decision making in undergraduate or postgraduate curricula. Conclusion This review highlights a poor state of evidence to support or refute claims regarding the effectiveness of OOCs in health professions education. Health professions educators interested in developing courses of this nature should adopt a critical and cautious position regarding their adoption.

scholarly journals ‘One size does not fit all’: The value of person-centred analysis in health professions education research

2020 ◽  
Author(s):  
Rashmi A. Kusurkar ◽  
Marianne Mak-van der Vossen ◽  
Joyce Kors ◽  
Jan-Willem Grijpma ◽  
Stéphanie M. E. van der Burgt ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Latent Class ◽  
Educational Practice ◽  
Health Professions ◽  
Health Professions Education ◽  
Added Value ◽  
Practice Research ◽  
Incremental Value ◽  
Research Findings ◽  
Compare And Contrast

AbstractHealth professions education (HPE) research is dominated by variable-centred analysis, which enables the exploration of relationships between different independent and dependent variables in a study. Although the results of such analysis are interesting, an effort to conduct a more person-centred analysis in HPE research can help us in generating a more nuanced interpretation of the data on the variables involved in teaching and learning. The added value of using person-centred analysis, next to variable-centred analysis, lies in what it can bring to the applications of the research findings in educational practice. Research findings of person-centred analysis can facilitate the development of more personalized learning or remediation pathways and customization of teaching and supervision efforts. Making the research findings more recognizable in practice can make it easier for teachers and supervisors to understand and deal with students. The aim of this article is to compare and contrast different methods that can be used for person-centred analysis and show the incremental value of such analysis in HPE research. We describe three methods for conducting person-centred analysis: cluster, latent class and Q‑sort analyses, along with their advantages and disadvantage with three concrete examples for each method from HPE research studies.

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