Part 1: Evidence-based practice Future Directions for Dissemination and Implementation Science: Aligning Ecological Theory and Public Health to Close the Research to Practice Gap

Author(s):  
Marc S. Atkins ◽  
Dana Rusch ◽  
Tara G. Mehta ◽  
Davielle Lakind
2021 ◽  
pp. 45-58
Author(s):  
David A. Patterson Silver Wolf

This chapter opens with a story of how current beliefs and practices can have disastrous outcomes. It discusses the search to understand why front-line therapists and the treatment systems that employ them were not using empirically proven practices, and a new science that was investigating this research-to-practice gap. This chapter discusses the startling things discovered. Even if it could be guaranteed that every therapist would use evidence-based interventions with every patient every time, there would still be no way to measure and monitor the effectiveness of those validated treatments. In addition to evidence-based practice, a vital tool is still missing to make sure services result in sustained recovery. Along with evidence-based practices, performance-based practice is also needed.


2012 ◽  
Vol 102 (7) ◽  
pp. 1274-1281 ◽  
Author(s):  
Russell E. Glasgow ◽  
Cynthia Vinson ◽  
David Chambers ◽  
Muin J. Khoury ◽  
Robert M. Kaplan ◽  
...  

2020 ◽  
Author(s):  
Amy Drahota ◽  
Heatherlun Uphold ◽  
Maji Hailemariam ◽  
Tatiana E. Bustos ◽  
Luther Evans ◽  
...  

UNSTRUCTURED Background Focused dissemination and implementation (D&I) of research results is a key strategy for improving public health. While federally-funded research centers are required to have a dissemination core, these efforts are typically directed toward academics (e.g., manuscripts, academic presentations) with limited focus on broader dissemination efforts to community stakeholders, evaluation of D&I processes, or the public health impact associated with the D&I efforts. An opportunity exists to combine the dissemination core requirement in center grants with specific dissemination and implementation research aims. This study protocol describes aims of the “Dissemination and Implementation Science Core” (DISC), developed as part of the NIMHD-funded Flint Center for Health Equity Solutions (FCHES). The FCHES is a Transdisciplinary Collaborative Center focused on reducing health disparities and chronic disease prevention in Region 5 of the United States. The DISC intends to develop D&I strategies for the FCHES research projects, conduct research on the effectiveness of D&I practices, and produce generalizable knowledge about strategies facilitating the translation of research outcomes into community-based settings. Methods/Design The DISC consists of both applied dissemination aims as well as D&I research aims, including: (1) Reduce research-to-practice gap in health promotion trials in Flint, Michigan and Region 5; (2) Disseminate FCHES research activities to local and regional stakeholders; (3) Increase community capacity to utilize dissemination, implementation and sustainment strategies in underserved minority-majority communities; (4) Increase community capacity to affect health equity policy change; and (5) Evaluate contextual factors affecting public health effort sustainment. The proximal intended audience of the DISC’s efforts includes the FCHES academic and community partners, and regional stakeholders, such as providers, policymakers, community-based health and advocacy organizations, and consumers. Discussion To our knowledge, this is the first center-funded dissemination core that focuses on the conduct of D&I science research, collaboration to embed D&I research methods into the broader center project efforts, and application of these findings in real-world, community-based settings. Moreover, the lessons learned through the DISC may help guide future center dissemination cores. Including D&I science research into center project activities from the outset may facilitate more efficient uptake of research findings and yield greater public health outcomes.


2011 ◽  
Vol 35 (2) ◽  
pp. 117-136 ◽  
Author(s):  
Christine R. Grima-Farrell ◽  
Alan Bain ◽  
Sarah H. McDonagh

AbstractDespite advances in our knowledge of evidence-based inclusive educational practice, much of this knowledge does not reach routine classroom practice. There remains a significant gap between our accumulated knowledge about what can work in classrooms and the extent to which evidence-based practice is used in sustainable ways. This inability to bridge the research-to-practice gap has an adverse effect on the progress of inclusion in schools and the ability of individual teachers to respond to the needs of all students. This review examines those factors that both enable and interfere with the successful translation of research to practice in education settings.


2019 ◽  
Vol 45 (1) ◽  
pp. 4-12
Author(s):  
Hope Reed ◽  

The purpose of this article is to stimulate research in orofacial myology. The research-to-practice gap may be reduced by highlighting concepts relating to evidence-based practice. Information is also presented on the International Association of Orofacial Myology Institutional Review Board process.


Author(s):  
R. Kathryn McHugh ◽  
David H. Barlow

Chapter 13 explores the current status of research and future directions for the dissemination and implementation of evidence-based psychological interventions, including further emphasis on dissemination and implementation science, standardization of procedures for outcomes assessment, better collaboration between research and practice, transdiagnostic treatments, stepped-care models, integration of mental health care in primary care, and use of information technology.


Author(s):  
Hilary E. Kratz ◽  
Mary L. Phan ◽  
Jacqueline E. Buck ◽  
Kelsey Sanner ◽  
Alexandra R. Tabachnick ◽  
...  

Although a number of trauma treatments for youth have demonstrated efficacy in research settings, the promise of these treatments has not yet been realized via widespread implementation in usual care settings. Implementation science, the scientific study of methods to increase the adoption, uptake, and sustainment of evidence-based practices (EBPs), can help to inform this research-to-practice gap. This chapter applies principles from implementation science to review what has been learned so far about the dissemination and implementation of EBPs for youth impacted by trauma in the United States and the next steps for this field. First, the chapter describes the large-scale efforts that have been made in the United States to disseminate and implement these EBPs. Second, it applies an implementation science framework, the exploration, preparation, implementation, and sustainment framework, to organize what has been learned from these efforts about barriers and facilitators to implementation and sustainability. Third, a case study is presented illustrating how this knowledge was applied to develop a trauma-informed system of care in Philadelphia. Finally, the chapter offers research and practical recommendations to improve the dissemination and implementation of EBPs for trauma-affected youth.


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