Integrating dissemination and implementation sciences within Clinical and Translational Science Award programs to advance translational research: Recommendations to national and local leaders

Mehta, Tara; Mahoney, Jane; Leppin, Aaron L.; Stevens, Kathleen R.; Yousefi‐Nooraie, Reza; Pollock, Brad H.; Shelton, Rachel C.; Dolor, Rowena J; Pincus, Harold Alan; Patel, Sapana R.; Moore, Justin B.

doi:10.1017/cts.2021.815

Cited by 19 publications

(21 citation statements)

References 31 publications

(49 reference statements)

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“…We envision departments having individuals with expertise in implementation science germane to the department’s area, akin to the biostatistician model [ 74 , 75 ]. Exploration of additional models for supporting institutional implementation science capacity, including leveraging Clinical and Transitional Science Award programs [ 73 , 76 , 77 ], is needed. This kind of growth will both democratize implementation science and promote paradigm-shaping work needed to advance the field.…”

Section: Main Bodymentioning

confidence: 99%

Promises and pitfalls in implementation science from the perspective of US-based researchers: learning from a pre-mortem

et al. 2022

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Background Implementation science is at a sufficiently advanced stage that it is appropriate for the field to reflect on progress thus far in achieving its vision, with a goal of charting a path forward. In this debate, we offer such reflections and report on potential threats that might stymie progress, as well as opportunities to enhance the success and impact of the field, from the perspective of a group of US-based researchers. Main body Ten mid-career extramurally funded US-based researchers completed a “pre-mortem” or a group brainstorming exercise that leverages prospective hindsight to imagine that an event has already occurred and to generate an explanation for it — to reduce the likelihood of a poor outcome. We came to consensus on six key themes related to threats and opportunities for the field: (1) insufficient impact, (2) too much emphasis on being a “legitimate science,” (3) re-creation of the evidence-to-practice gap, (4) difficulty balancing accessibility and field coherence, (5) inability to align timelines and priorities with partners, and (6) overly complex implementation strategies and approaches. Conclusion We submit this debate piece to generate further discussion with other implementation partners as our field continues to develop and evolve. We hope the key opportunities identified will enhance the future of implementation research in the USA and spark discussion across international groups. We will continue to learn with humility about how best to implement with the goal of achieving equitable population health impact at scale.

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Section: Main Bodymentioning

confidence: 99%

Promises and pitfalls in implementation science from the perspective of US-based researchers: learning from a pre-mortem

et al. 2022

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“…As identified through our findings and further elaborated upon here, CTSAs have the potential to lead nationally and provide critical resources, institutional commitment, infrastructure, and training to continue to advance the field of D&I science and expand its reach to investigators across the translational continuum, as well as to other local stakeholders (e.g., community members, patients, healthcare systems, providers). We encourage national and local CTSA leadership to more explicitly consider and formally adopt and test some of the opportunities and strategies suggested here for building greater D&I research and training capacity both within their local CTSAs and nationally as part of collaborative endeavors across the CTSA Consortium [52].…”

Section: Ctsa Site Characteristicsmentioning

confidence: 99%

Dissemination and implementation science resources, training, and scientific activities provided through CTSA programs nationally: Opportunities to advance D&I research and training capacity

Shelton

Dolor

Tobin

et al. 2022

J. Clin. Trans. Sci.

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Introduction: Clinical and Translational Science Award (CTSA) Program hubs are well-positioned to advance dissemination and implementation (D&I) research and training capacity nationally, though little is known about what D&I research support and services CTSAs provide. To address this gap, the CTSA Dissemination, Implementation, and Knowledge Transfer Working Group conducted an environmental scan of CTSAs (2017–2018). Methods: Of 67 CTSA institutions, we contacted 43 that previously reported delivering D&I research services. D&I experts from these institutions were emailed a survey assessing D&I resources, services, training, and scientific projects. Responses were categorized and double-coded by study authors using a content analysis approach. Results: Thirty-five of the 43 D&I experts (81.4%) responded. Challenges to CTSAs in developing and supporting D&I science activities were related to inadequate D&I science workforce (45.7%) and lack of understanding of D&I science (25.7%). Services provided included consultation/mentoring programs (68%), pilot funding/grants (50%), and workshops/seminars/conferences (46%). Training and workforce development in D&I were frequently identified as future priorities. Recommendations included increase training to meet demand (68.6%), accessible D&I tools/resources (34.3%), greater visibility/awareness of D&I methods (34.3%), consultation services (22.9%), and expand D&I science workforce (22.9%). Conclusions: CTSAs have tremendous potential to support the advancement and impact of D&I science across the translational continuum. Despite the growing presence of D&I science in CTSAs, continued commitment and prioritization are needed from CTSA and institutional leadership to raise awareness of D&I science and its value, meet training demands, and develop necessary infrastructure for conducting D&I science.

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“…In translational health sciences research settings like Clinical Translational Research Award (CTSA) programs, IS methods and strategies are increasingly seen as valuable for accelerating knowledge translation within and across all phases of the research continuum [2,5,6]. Subsequently, there is keen interest in supporting IS training and educational offerings [7][8][9][10].…”

Section: Introductionmentioning

confidence: 99%

Getting To Implementation (GTI)-Teach: A seven-step approach for teaching the fundamentals of implementation science

Rogal¹,

Jonassaint²,

Ashcraft³

et al. 2022

J. Clin. Trans. Sci.

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Introduction: Implementation Science (IS) is a complex and rapidly evolving discipline, posing challenges for educators. We developed, implemented, and evaluated a novel, pragmatic approach to teach IS. Methods: Getting To Implementation (GTI)-Teach was developed as a seven-step educational model to guide students through the process of developing, conducting, and sustaining an IS research project. During the four-week online course, students applied the steps to self-selected implementation problems. Students were invited to complete two online post-course surveys to assess course satisfaction and self-reported changes in IS knowledge and relevance of GTI-Teach Steps to their work. Results were summarized using descriptive statistics; self-reported post-course changes in IS knowledge were compared using paired t-tests. Results: GTI-Teach was developed to include seven Steps: 1. Define the implementation problem; 2. Conceptualize the problem; 3. Prioritize implementation barriers and facilitators; 4. Select and tailor implementation strategies; 5. Design an implementation study; 6. Evaluate implementation; 7. Sustain implementation. Thirteen students, ranging in experience from medical students to full professors, enrolled in and completed the first GTI-Teach course. Of the seven students (54%) completing an end-of course survey, six (86%) were very satisfied with the course. Ten students (77%) responded to the tailored, 6-month post-course follow-up survey. They retrospectively reported a significant increase in their knowledge across all steps of GTI-Teach (1.3–1.8 points on a 5-point Likert scale) and rated each of the Steps as highly relevant to their work. Conclusions: GTI-Teach is a seven-step model for teaching IS fundamentals that students reported increased their knowledge and was relevant to their work.

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Integrating dissemination and implementation sciences within Clinical and Translational Science Award programs to advance translational research: Recommendations to national and local leaders

Abstract: This version may be subject to change during the production process.

Cited by 19 publications

References 31 publications

Promises and pitfalls in implementation science from the perspective of US-based researchers: learning from a pre-mortem

Promises and pitfalls in implementation science from the perspective of US-based researchers: learning from a pre-mortem

Dissemination and implementation science resources, training, and scientific activities provided through CTSA programs nationally: Opportunities to advance D&I research and training capacity

Getting To Implementation (GTI)-Teach: A seven-step approach for teaching the fundamentals of implementation science

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