Developing a framework of core competencies in implementation research for low/middle-income countries
Developing a framework of core competencies in implementation research for low/middle-income countries
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DOI：
10.1136/bmjgh-2019-001747
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发表时间：
2019-10-01
影响因子：
8.1
通讯作者：
Vahedi, Mahnaz
中科院分区：
文献类型：
--
作者：
Alonge, Olakunle;Rao, Aditi;Vahedi, Mahnaz
实施研究（IR）的领域正在增长。然而，在低收入/中等收入国家（LMIC）没有公认的IR核心能力，全球IR培训项目也没有一致的课程。这项工作的目标是为中低收入国家的培训方案制定一个IR核心能力框架。该框架的开发使用混合方法的方法，包括两个在线调查与IR培训协调员（n = 16）和学者（n = 89）隶属于7个LMIC机构，和一个修改的德尔菲法过程中，评估的领域，能力和熟练程度包括在框架中。最终的框架包括11个领域，59个能力和52个子能力，并强调修改环境，加强卫生系统，解决道德问题，参与利益相关者和沟通，特别是LMIC设置的能力，除了IR理论，方法和设计的能力。该框架强调了投资关系领域和能力与实践的相互关联性，按照所列能力进行投资关系培训不是一个线性过程，而是循环和反复的，培训的起点可能因项目、机构和所处理的挑战而大不相同。该框架确定了需要一种基于理论的方法来确定IR能力的熟练程度（即，根据能力本位教育的一般化教育理论确定IR的熟练程度），以及与高收入环境相比，中低收入国家的各种IR能力的相关性。该框架有助于识别和评估能力和培训，并为IR的专业发展提供指导和支持。
The field of implementation research (IR) is growing. However, there are no recognised IR core competencies in low/middle-income countries (LMICs), nor consistent curriculum across IR training programs globally. The goal of this effort is to develop a framework of IR core competencies for training programs in LMICs. The framework was developed using a mixed-methods approach consisting of two online surveys with IR training coordinators (n = 16) and academics (n = 89) affiliated with seven LMIC institutions, and a modified-Delphi process to evaluate the domains, competencies and proficiency levels included in the framework. The final framework comprised of 11 domains, 59 competencies and 52 sub-competencies, and emphasised competencies for modifying contexts, strengthening health systems, addressing ethical concerns, engaging stakeholders and communication especially for LMIC settings, in addition to competencies on IR theories, methods and designs. The framework highlights the interconnectedness of domains and competencies for IR and practice, and training in IR following the outlined competencies is not a linear process but circular and iterative, and starting points for training may vary widely by the project, institution and challenge being addressed. The framework established the need for a theory-based approach to identifying proficiency levels for IR competencies (ie, to determine proficiency levels for IR based on generalisable educational theories for competency-based education), and the relevance of various IR competencies for LMICs compared with high-income settings. This framework is useful for identifying and evaluating competencies and trainings, and providing direction and support for professional development in IR.