Learning needs assessment for multi-stakeholder implementation science training in LMIC settings: findings and recommendations.
Learning needs assessment for multi-stakeholder implementation science training in LMIC settings: findings and recommendations.
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LMIC环境中多方利益攸关方实施科学培训的学习需求评估：调查结果和建议。
DOI：
10.1186/s43058-021-00238-2
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发表时间：
2021-12-04
影响因子：
--
通讯作者：
Ramaswamy R
中科院分区：
文献类型：
--
作者：
Turner MW;Bogdewic S;Agha E;Blanchard C;Sturke R;Pettifor A;Salisbury K;Marques AH;Excellent ML;Rajagopal N;Ramaswamy R
尽管在实施科学（IS）领域取得了重大进展，但目前的培训计划不足以满足全球需求，特别是在低收入和中等收入国家（LMICs）。即使有培训机会，也存在“知识-实践差距”，即执行研究结果对旨在弥合这一差距的领域的从业人员没有用处。这是中低收入国家面临的一项重大挑战，因为这些国家必须解决复杂的公共卫生问题。本文介绍了从学习需求，优先主题，并为LMIC利益相关者的交付方法正式评估的结果。我们首先回顾了最近发表在《实施科学》上的文章样本，以确定IS利益相关者，并为具有类似角色的群体分配标签和定义。然后，我们采用了多步抽样的方法和随机抽样策略，招募参与者（n = 39）的半结构化面试，持续30-60分钟。利益相关者的输入开发培训课程的关键优先，并选择面试。我们从录音采访中创建了备忘录，并使用演绎创建的密码本进行主题分析。我们计算了每个备忘录的kappa系数，并使用验证技术来建立严格性，包括纳入来自评审员和成员检查的反馈。参与者包括在20多个国家（主要是中低收入国家）工作的项目经理、研究人员和医生。大多数人有10年以上的执行经验，但不到5年的体制建设经验。从数据中出现了三个主要主题，涉及过去的经验与IS，未来的IS培训需求，和上下文的问题。大多数受访者（即使有正式培训）描述他们的信息系统知识为基本或最低限度。对未来培训的偏好是异质的，但研究结果表明，课程必须包括一套更广泛的能力，而不仅仅是IS，包括导师/学徒，并集中在LMIC背景。虽然这项工作是第一个系统的评估是学习需求LMIC利益相关者之间，调查结果反映了现有的研究，目前的培训机会可能无法满足需求，培训过于狭隘，以满足利益相关者的异构需求，有必要为一个更广泛的能力，超越只有是。我们的研究还表明，在LMIC环境中开发适当范围的，可访问的培训和指导支持的及时和独特的需求。因此，我们提出了智能集群的新方法，作为一种解决方案，以帮助建立信息系统能力，通过透镜的可持续性和公平的LMICs。在线版本包含补充材料，可通过10.1186/s43058-021-00238-2获得。
Despite significant progress in the field of implementation science (IS), current training programs are inadequate to meet the global need, especially in low-and middle-income countries (LMICs). Even when training opportunities exist, there is a “knowledge-practice gap,” where implementation research findings are not useful to practitioners in a field designed to bridge that gap. This is a critical challenge in LMICs where complex public health issues must be addressed. This paper describes results from a formal assessment of learning needs, priority topics, and delivery methods for LMIC stakeholders. We first reviewed a sample of articles published recently in Implementation Science to identify IS stakeholders and assigned labels and definitions for groups with similar roles. We then employed a multi-step sampling approach and a random sampling strategy to recruit participants (n = 39) for a semi-structured interview that lasted 30–60 min. Stakeholders with inputs critical to developing training curricula were prioritized and selected for interviews. We created memos from audio-recorded interviews and used a deductively created codebook to conduct thematic analysis. We calculated kappa coefficients for each memo and used validation techniques to establish rigor including incorporating feedback from reviewers and member checking. Participants included program managers, researchers, and physicians working in over 20 countries, primarily LMICs. The majority had over 10 years of implementation experience but fewer than 5 years of IS experience. Three main themes emerged from the data, pertaining to past experience with IS, future IS training needs, and contextual issues. Most respondents (even with formal training) described their IS knowledge as basic or minimal. Preferences for future training were heterogeneous, but findings suggest that curricula must encompass a broader set of competencies than just IS, include mentorship/apprenticeship, and center the LMIC context. While this work is the first systematic assessment of IS learning needs among LMIC stakeholders, findings reflect existing research in that current training opportunities may not meet the demand, trainings are too narrowly focused to meet the heterogeneous needs of stakeholders, and there is a need for a broader set of competencies that moves beyond only IS. Our research also demonstrates the timely and unique needs of developing appropriately scoped, accessible training and mentorship support within LMIC settings. Therefore, we propose the novel approach of intelligent swarming as a solution to help build IS capacity in LMICs through the lens of sustainability and equity. The online version contains supplementary material available at 10.1186/s43058-021-00238-2.
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影响因子：
12.7
作者：
Glasgow, RE;Vogt, TM;Boles, SM
通讯作者：
Boles, SM
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
影响因子：
2.8
作者：
Albers, Bianca;Metz, Allison;Burke, Katie
通讯作者：
Burke, Katie
影响因子：
2.8
作者：
Forero, Roberto;Nahidi, Shizar;Aboagye-Sarfo, Patrick
通讯作者：
Aboagye-Sarfo, Patrick
影响因子：
8.1
作者：
Alonge, Olakunle;Rao, Aditi;Vahedi, Mahnaz
通讯作者：
Vahedi, Mahnaz