Teaching for implementation: A framework for building implementation research and practice capacity within the translational science workforce

Abstract

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

“…Moreover, the currently available trainings tend to be disease-specific because of their funding mechanisms. CTSAs could be important hubs of a more generalized training capacity for D&I across different areas of expertise, giving an important platform to train and strengthen the field of D&I, increase the capacity of researchers to utilize D&I principles to move research into practice [25], as well as enhance team science approaches to bringing researchers and practitioners together. Additionally, training in community engagement approaches, including the healthcare delivery workforce, will be particularly important to advancing D&I science and ensuring its impact on population health outcomes.…”

“…For the field of D&I science to continue to advance and meet growing interest and demand, increased training and research capacity for D&I at academic/research institutions is needed [15][16][17][18][19] [20][21][22][23], these training programs are highly competitive and do not fully meet the demand for capacity building in this rapidly growing field [12,19,24]. In particular, there is a need for diverse types of trainings to meet the needs of different stakeholders, including graduate students/ trainees, senior faculty, and practitioners [25][26][27]. However, given the breadth of topics and methodologies that D&I encompasses and the interdisciplinary nature of the field [15], the wide-reaching scope of D&I also presents challenges in finding a clear "academic home" or dedicated infrastructure for supporting D&I science and training within academic or research institutions.…”

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

“…Other IS leaders have similarly advocated for introductory courses that provide foundational principles relevant to interdisciplinary trainees [10,14]. GTI-Teach aligned well with expert recommendations about IS competencies [10,12,14,[41][42][43][44]. We focused on covering the majority of beginner and intermediate topics, providing an overview rather than a deep dive into advanced topics of design, evaluation, and analysis for learners who were predominantly new to IS.…”

“…In one survey of 37 CTSAs, 63% reported that IS training was important and 33% advocated for coordination across hubs in such training activities [1]. Other IS leaders have similarly advocated for introductory courses that provide foundational principles relevant to interdisciplinary trainees [10,14]. GTI-Teach aligned well with expert recommendations about IS competencies [10,12,14,[41][42][43][44].…”

“…While the broad and rapidly expanding knowledge base related to IS can be inaccessible or overwhelming to the uninitiated, there are several cross-cutting principles and competencies that IS experts agree are fundamental to master, regardless of a learner's role, context, or aim for applying IS [2,4,10,11,14,15]. We aimed to embed these requisite skills and theories in an overall coherent IS educational approach to make IS training more accessible and practical, while also incorporating adult learning principles [16].…”