A framework for training health professionals in implementation and dissemination science.
A framework for training health professionals in implementation and dissemination science.
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DOI：
10.1097/acm.0b013e3182449d33
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发表时间：
2012-03
期刊：
影响因子：
--
通讯作者：
Oʼsullivan PS
中科院分区：
文献类型：
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作者：
Gonzales R;Handley MA;Ackerman S;Oʼsullivan PS
作者描述了实施和传播科学 (IDS) 的概念框架，并提出了 IDS 培训的能力。他们的框架旨在促进临床学科（例如医学、公共卫生）、人口科学（例如生物统计学、流行病学）和转化学科（例如社会和行为科学、工商管理教育）不同领域的理论和方法的应用。他们探索了指导其概念框架发展的三个原则： 组织和/或个人（提供者、患者）之间的行为变化是翻译过程中固有的；利益相关者组织、医疗保健服务系统和个人的参与对于实现有效转化和持续改进至关重要； IDS 研究是迭代的，受益于循环和协作、双向关系。作者提出了 IDS 培训的七个领域——团队科学、背景识别、文献识别和评估、社区参与、干预设计和研究实施、转化活动效果评估、行为改变沟通策略——并定义了这些领域内的 12 种 IDS 培训能力。作为一个模型，他们描述了加州大学旧金山分校推出的具体课程，旨在培养这些能力。作者鼓励其他培训项目和机构使用（或改编）设计原则、概念框架和提出的能力来评估其当前的 IDS 培训需求并支持新项目的开发。
The authors describe a conceptual framework for implementation and dissemination science (IDS) and propose competencies for IDS training. Their framework is designed to facilitate the application of theories and methods from the distinct domains of clinical disciplines (e.g., medicine, public health), population sciences (e.g., biostatistics, epidemiology) and translational disciplines (e.g., social and behavioral sciences, business administration education). They explore three principles that guided the development of their conceptual framework: Behavior change among organizations and/or individuals (providers, patients) is inherent in the translation process; engagement of stakeholder organizations, health care delivery systems, and individuals is imperative to achieve effective translation and sustained improvements; and IDS research is iterative, benefiting from cycles and collaborative, bidirectional relationships. The authors propose seven domains for IDS training--team science, context identification, literature identification and assessment, community engagement, intervention design and research implementation, evaluation of effect of translational activity, behavioral change communication strategies--and define twelve IDS training competencies within these domains. As a model, they describe specific courses introduced at the University of California, San Francisco, which they designed to develop these competencies. The authors encourage other training programs and institutions to use (or adapt) the design principles, conceptual framework, And proposed competencies to evaluate their current IDS training needs and to support new program development.