Competences for implementation science: what trainees need to learn and where they learn it.
Competences for implementation science: what trainees need to learn and where they learn it.
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DOI：
10.1007/s10459-020-09969-8
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发表时间：
2021-03
期刊：
影响因子：
--
通讯作者：
Fixsen DL
中科院分区：
文献类型：
--
作者：
Schultes MT;Aijaz M;Klug J;Fixsen DL
实施科学教育包括培训卫生专业人员如何系统地将循证发现落实到卫生实践中，这已成为卫生科学教育中的一个高度相关的主题。本研究通过编制执行实践和研究的能力简介以及探索执行专家的专门知识来源，推动执行科学方面的教育。胜任力模型的理论基础是教育心理学，它隐含着可改进能力和可教能力的定义。在一项在线调查中，由82名执行专家组成的国际多学科抽样调查列出了他们认为对开展执行实践和执行研究最有帮助的能力。对于这些能力，他们还表示，他们是通过专业教育、额外培训或自学和工作经验获得的。采用定性内容分析与描述性统计相结合的混合方法对数据进行分析。与会者认为协作知识和技能对实施实践最有帮助。对于实施研究，他们认为研究方法知识和技能是最重要的。学员通过自学或工作经验获得了他们认为对执行实践有帮助的大部分能力。然而，参与者已经在他们的专业教育中学习了他们在执行研究方面的大部分能力。目前的成果为执行科学方面的教育和培训活动提供了信息，并作为一套不断更新的跨学科执行科学能力的起点。讨论了对课程开发和教育活动设计的影响。
Education in implementation science, which involves the training of health professionals in how to implement evidence-based findings into health practice systematically, has become a highly relevant topic in health sciences education. The present study advances education in implementation science by compiling a competence profile for implementation practice and research and by exploring implementation experts’ sources of expertise. The competence profile is theoretically based on educational psychology, which implies the definition of improvable and teachable competences. In an online-survey, an international, multidisciplinary sample of 82 implementation experts named competences that they considered most helpful for conducting implementation practice and implementation research. For these competences, they also indicated whether they had acquired them in their professional education, additional training, or by self-study and on-the-job experience. Data were analyzed using a mixed-methods approach that combined qualitative content analyses with descriptive statistics. The participants deemed collaboration knowledge and skills most helpful for implementation practice. For implementation research, they named research methodology knowledge and skills as the most important ones. The participants had acquired most of the competences that they found helpful for implementation practice in self-study or by on-the-job experience. However, participants had learned most of their competences for implementation research in their professional education. The present results inform education and training activities in implementation science and serve as a starting point for a fluid set of interdisciplinary implementation science competences that will be updated continuously. Implications for curriculum development and the design of educational activities are discussed.
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DOI：
10.1186/1748-5908-4-50
发表时间：
2009-08-07
期刊：
Implementation science : IS
影响因子：
--
作者：
Damschroder LJ;Aron DC;Keith RE;Kirsh SR;Alexander JA;Lowery JC
通讯作者：
Lowery JC
DOI：
10.1186/1748-5908-8-12
发表时间：
2013-01-24
期刊：
Implementation science : IS
影响因子：
--
作者：
Meissner HI;Glasgow RE;Vinson CA;Chambers D;Brownson RC;Green LW;Ammerman AS;Weiner BJ;Mittman B
通讯作者：
Mittman B
影响因子：
4.4
作者：
Bergsmann, Evelyn;Klug, Julia;Spiel, Christiane
通讯作者：
Spiel, Christiane
影响因子：
3.6
作者：
Chambers, David A.;Proctor, Enola K.;Straus, Sharon E.
通讯作者：
Straus, Sharon E.
影响因子：
7.2
作者：
Gagliardi, Anna R.;Berta, Whitney;Urquhart, Robin
通讯作者：
Urquhart, Robin