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

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Implementation 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.

          Supplementary Information

          The online version of this article (10.1007/s40037-021-00688-3) contains supplementary material, which is available to authorized users.

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          Lost in knowledge translation: time for a map?

          Ian Graham, Jo Logan, Margaret Harrison … (2006)
          There is confusion and misunderstanding about the concepts of knowledge translation, knowledge transfer, knowledge exchange, research utilization, implementation, diffusion, and dissemination. We review the terms and definitions used to describe the concept of moving knowledge into action. We also offer a conceptual framework for thinking about the process and integrate the roles of knowledge creation and knowledge application. The implications of knowledge translation for continuing education in the health professions include the need to base continuing education on the best available knowledge, the use of educational and other transfer strategies that are known to be effective, and the value of learning about planned-action theories to be better able to understand and influence change in practice settings.
          Article 0 comments Cited 627 times – based on 0 reviews     Review now
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            The answer is 17 years, what is the question: understanding time lags in translational research

            Zoë Morris, Steven Wooding, Jonathan Grant (2011)
            This study aimed to review the literature describing and quantifying time lags in the health research translation process. Papers were included in the review if they quantified time lags in the development of health interventions. The study identified 23 papers. Few were comparable as different studies use different measures, of different things, at different time points. We concluded that the current state of knowledge of time lags is of limited use to those responsible for R&D and knowledge transfer who face difficulties in knowing what they should or can do to reduce time lags. This effectively ‘blindfolds’ investment decisions and risks wasting effort. The study concludes that understanding lags first requires agreeing models, definitions and measures, which can be applied in practice. A second task would be to develop a process by which to gather these data.
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              Integrated knowledge translation (IKT) in health care: a scoping review

              Anna R Gagliardi, Whitney Berta, Anita Kothari … (2016)
              Background Integrated knowledge translation (IKT) refers to collaboration between researchers and decision-makers. While advocated as an approach for enhancing the relevance and use of research, IKT is challenging and inconsistently applied. This study sought to inform future IKT practice and research by synthesizing studies that empirically evaluated IKT and identifying knowledge gaps. Methods We performed a scoping review. We searched MEDLINE, EMBASE, and the Cochrane Library from 2005 to 2014 for English language studies that evaluated IKT interventions involving researchers and organizational or policy-level decision-makers. Data were extracted on study characteristics, IKT intervention (theory, content, mode, duration, frequency, personnel, participants, timing from initiation, initiator, source of funding, decision-maker involvement), and enablers, barriers, and outcomes reported by studies. We performed content analysis and reported summary statistics. Results Thirteen studies were eligible after screening 14,754 titles and reviewing 106 full-text studies. Details about IKT activities were poorly reported, and none were formally based on theory. Studies varied in the number and type of interactions between researchers and decision-makers; meetings were the most common format. All studies reported barriers and facilitators. Studies reported a range of positive and sub-optimal outcomes. Outcomes did not appear to be associated with initiator of the partnership, dedicated funding, partnership maturity, nature of decision-maker involvement, presence or absence of enablers or barriers, or the number of different IKT activities. Conclusions The IKT strategies that achieve beneficial outcomes remain unknown. We generated a summary of IKT approaches, enablers, barriers, conditions, and outcomes that can serve as the basis for a future review or for planning ongoing primary research. Future research can contribute to three identified knowledge gaps by examining (1) how different IKT strategies influence outcomes, (2) the relationship between the logic or theory underlying IKT interventions and beneficial outcomes, and (3) when and how decision-makers should be involved in the research process. Future IKT initiatives should more systematically plan and document their design and implementation, and evaluations should report the findings with sufficient detail to reveal how IKT was associated with outcomes. Electronic supplementary material The online version of this article (doi:10.1186/s13012-016-0399-1) contains supplementary material, which is available to authorized users.
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                Author and article information

                Contributors
                Aliki Thomas:
                ORCID: http://orcid.org/0000-0001-9807-6609
                aliki.thomas@mcgill.ca
                Journal
                Journal ID (nlm-ta): Perspect Med Educ
                Journal ID (iso-abbrev): Perspect Med Educ
                Title: Perspectives on Medical Education
                Publisher: Bohn Stafleu van Loghum (Houten )
                ISSN (Print): 2212-2761
                ISSN (Electronic): 2212-277X
                Publication date (Electronic): 10 November 2021
                Publication date PMC-release: 10 November 2021
                Publication date (Print): December 2021
                Volume: 10
                Issue: 6
                Pages: 362-368
                Affiliations
                [1 ]GRID grid.14709.3b, ISNI 0000 0004 1936 8649, School of Physical and Occupational Therapy and Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, , McGill University, ; Montreal, Quebec Canada
                [2 ]GRID grid.420709.8, ISNI 0000 0000 9810 9995, Centre for Interdisciplinary Research in Rehabilitation, ; Montreal, Quebec Canada
                [3 ]GRID grid.22072.35, ISNI 0000 0004 1936 7697, Department of Community Health Sciences and Office of Health and Medical Education Scholarship, The Cumming School of Medicine, , The University of Calgary, ; Calgary, Alberta Canada
                Author information
                http://orcid.org/0000-0001-9807-6609
                http://orcid.org/0000-0002-3759-6624
                Article
                Publisher ID: 688
                DOI: 10.1007/s40037-021-00688-3
                PMC ID: 8633355
                PubMed ID: 34757538
                SO-VID: c7499259-4773-459b-ad34-7bce03e48254
                Copyright © © The Author(s) 2021
                License:

                Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

                History
                Date received : 1 April 2021
                Date revision received : 22 July 2021
                Date accepted : 23 August 2021
                Categories
                Subject: Eye-Opener
                Custom metadata
                issue-copyright-statement © The Author(s) 2021

                ScienceOpen disciplines: Education
                Keywords: decision-making,implementation science,evidence,context
                Data availability:
                ScienceOpen disciplines: Education
                Keywords: decision-making, implementation science, evidence, context

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