Designing for diffusion: How can we increase uptake of cancer communication innovations?

Dearing, James W.; Kreuter, Matthew W.

doi:10.1016/j.pec.2010.10.013

Cited by 118 publications

(99 citation statements)

References 60 publications

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“…This mirrors what is known in change literature about opportunities for the developers to get feedback and beta testing [24] and opportunities for adopters to engage with an idea before being persuaded to try it and implement it [10]. Research also indicates that instructors want to be involved in the development process of new strategies [25] and that propagation should begin at the start of a project through interactivity between instructors and developers [26]. From the program directors, we suggest two more propositions:…”

Section: Phase 1 Conclusionsupporting

confidence: 73%

Designing for sustained adoption: A model of developing educational innovations for successful propagation

Khatri

Henderson

Cole

et al. 2016

Phys. Rev. Phys. Educ. Res.

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[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The physics education research community has produced a wealth of knowledge about effective teaching and learning of college level physics. Based on this knowledge, many research-proven instructional strategies and teaching materials have been developed and are currently available to instructors. Unfortunately, these intensive research and development activities have failed to influence the teaching practices of many physics instructors. This paper describes interim results of a larger study to develop a model of designing materials for successful propagation. The larger study includes three phases, the first two of which are reported here. The goal of the first phase was to characterize typical propagation practices of education developers, using data from a survey of 1284 National Science Foundation (NSF) principal investigators and focus group data from eight disciplinary groups of NSF program directors. The goal of the second phase was to develop an understanding of successful practice by studying three instructional strategies that have been well propagated. The result of the first two phases is a tentative model of designing for successful propagation, which will be further validated in the third phase through purposeful sampling of additional well-propagated instructional strategies along with typical education development projects. We found that interaction with potential adopters was one of the key missing ingredients in typical education development activities. Education developers often develop a polished product before getting feedback, rely on mass-market communication channels for dissemination, and do not plan for supporting adopters during implementation. The tentative model resulting from this study identifies three key propagation activities: interactive development, interactive dissemination, and support of adopters. Interactive development uses significant feedback from potential adopters to develop a strong product suitable for use in many settings. Interactive dissemination uses personal interactions to reach and motivate potential users. Support of adopters is missing from typical propagation practice and is important to reduce the burden of implementation and increases the likelihood of successful adoption.

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Section: Phase 1 Conclusionsupporting

confidence: 73%

Designing for sustained adoption: A model of developing educational innovations for successful propagation

Khatri

Henderson

Cole

et al. 2016

Phys. Rev. Phys. Educ. Res.

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“…It is encouraging that across faculty there is a sense from their own experiences that PI could be effective for students' learning. This theme of personal experience with new ideas via personal interactions, observability, and trialability [19] being more important than presentation of data is echoed throughout the literature on diffusion of innovations [19,53,54].…”

Section: How Do Faculty Perceptions Of Pi Relate To How They Implementioning

confidence: 99%

Perceived affordances and constraints regarding instructors’ use of Peer Instruction: Implications for promoting instructional change

Turpen

Dancy

Henderson

2016

Phys. Rev. Phys. Educ. Res.

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[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] In order to promote sustained and impactful educational transformation, it is essential for change agents to understand more about faculty perceptions associated with either adopting or not adopting a research-based instructional strategy (RBIS). In this paper, we use interviews with 35 physics faculty to examine barriers and affordances to the use of the research-based instructional strategy of Peer Instruction. We found that the most common reasons faculty give for aligning their instruction with Peer Instruction is that it is not lecture and they have had positive experiences with Peer Instruction. The most common reasons faculty give for not using Peer Instruction are concerns about the time it will take, the loss of content coverage, and having had bad experiences with it. Additionally, we found the perceived barriers to be very different depending on whether the interviewee was a user of Peer Instruction or not, with nonusers being more concerned with time and users being more concerned with implementation difficulties. It is important for change agents to understand and address concerns faculty have about implementing researchbased instructional strategies. Based on these results we offer four recommendations for those interested in promoting educational transformation toward research-based instructional strategies: (1) do not waste a lot of time criticizing lecture-based instruction and convincing faculty of the value of research-based strategies (they are already dissatisfied with lecture), (2) understand and address concerns faculty have about implementing active learning techniques, (3) focus on supporting and encouraging faculty experiences with RBIS, (4) address concerns faculty new to RBIS have about the time and energy needed to change.

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“…It is well-known that even strong evidence in favor of a practice change does not adequately motivate adoption [13,36,52]. An assumption to the contrary is a common error that leads to ineffective dissemination [12].…”

Section: The Role Of Vcops In Innovation Diffusionmentioning

confidence: 99%

If we only knew what we know: principles for knowledge sharing across people, practices, and platforms

Dearing

Greene

Stewart

et al. 2011

Behav. Med. Pract. Policy Res.

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The improvement of health outcomes for both individual patients and entire populations requires improvement in the array of structures that support decisions and activities by healthcare practitioners. Yet, many gaps remain in how even sophisticated healthcare organizations manage knowledge. Here we describe the value of a trans-institutional network for identifying and capturing how-to knowledge that contributes to improved outcomes. Organizing and sharing on-the-job experience would concentrate and organize the activities of individual practitioners and subject their rapid cycle improvement testing and refinement to a form of collective intelligence for subsequent diffusion back through the network. We use the existing Cancer Research Network as an example of how a loosely structured consortium of healthcare delivery organizations could create and grow an implementation registry to foster innovation and implementation success by communicating what works, how, and which practitioners are using each innovation. We focus on the principles and parameters that could be used as a basis for infrastructure design. As experiential knowledge from across institutions builds within such a system, the system could ultimately motivate rapid learning and adoption of best practices. Implications for research about healthcare IT, invention, and organizational learning are discussed.

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Designing for diffusion: How can we increase uptake of cancer communication innovations?

Cited by 118 publications

References 60 publications

Designing for sustained adoption: A model of developing educational innovations for successful propagation

Designing for sustained adoption: A model of developing educational innovations for successful propagation

Perceived affordances and constraints regarding instructors’ use of Peer Instruction: Implications for promoting instructional change

If we only knew what we know: principles for knowledge sharing across people, practices, and platforms

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