scholarly journals Online resources for dissemination and implementation science: Meeting demand and lessons learned

2018 ◽  
Vol 2 (5) ◽  
pp. 259-266 ◽  
Author(s):  
Bryan S. Ford ◽  
Borsika Rabin ◽  
Elaine H. Morrato ◽  
Russell E. Glasgow
Keyword(s):  
Workforce Development ◽  
Design Thinking ◽  
Lessons Learned ◽  
Online Resources ◽  
Dissemination And Implementation ◽  
Translational Science ◽  
Educational Materials ◽  
Web Based ◽  
Science Theory ◽  
Dissemination And Implementation Science

AbstractA dramatically increased interest in dissemination and implementation (D&I) science, with relatively few training programs for D&I scientists, highlights the need for innovative ways to deliver educational materials, training, and resources. We described nine interactive, web-based D&I science resources appropriate for trainees and Clinical and Translational Science Awards. We used audience feedback and design thinking to develop resources iteratively. Primary target users are T3–T4 researchers, although T2 researchers can benefit from “designing for dissemination” resources. Workforce development resources were used in D&I science workshops, as stand-alone, self-directed resources, and for consultations and trainings. We assessed resource design (purpose, functionality), usage, user experience and engagement. Educational resources addressed included: D&I science basics, pragmatic trials, getting proposals funded, designing for dissemination, and D&I science theory selection. We reviewed the purpose, functionality, status, and usage of these interactive resources. All resources engaged users; provided interactive feedback for learners; and linked users to additional learning resources. Online resources can be valuable for preparing clinical and translational mentees for research consultations, as follow-up training activities, and as D&I workforce development resources. The resources described are publicly available and we encourage their use, further development, and evaluation by Clinical and Translational Science Awards and other programs.

scholarly journals Bridging the gap between research, policy, and practice: Lessons learned from academic–public partnerships in the CTSA network

2020 ◽  
Vol 4 (3) ◽  
pp. 201-208 ◽  
Author(s):  
Amytis Towfighi ◽  
Allison Zumberge Orechwa ◽  
Tomás J. Aragón ◽  
Marc Atkins ◽  
Arleen F. Brown ◽  
...  
Keyword(s):  
Public Health ◽  
Population Health ◽  
Research Policy ◽  
Care Delivery ◽  
Lessons Learned ◽  
Dissemination And Implementation ◽  
Policy And Practice ◽  
Sustainable Infrastructure ◽  
Dissemination And Implementation Science ◽  
Competing Priorities

AbstractA primary barrier to translation of clinical research discoveries into care delivery and population health is the lack of sustainable infrastructure bringing researchers, policymakers, practitioners, and communities together to reduce silos in knowledge and action. As National Institutes of Healthʼs (NIH) mechanism to advance translational research, Clinical and Translational Science Award (CTSA) awardees are uniquely positioned to bridge this gap. Delivering on this promise requires sustained collaboration and alignment between research institutions and public health and healthcare programs and services. We describe the collaboration of seven CTSA hubs with city, county, and state healthcare and public health organizations striving to realize this vision together. Partnership representatives convened monthly to identify key components, common and unique themes, and barriers in academic–public collaborations. All partnerships aligned the activities of the CTSA programs with the needs of the city/county/state partners, by sharing resources, responding to real-time policy questions and training needs, promoting best practices, and advancing community-engaged research, and dissemination and implementation science to narrow the knowledge-to-practice gap. Barriers included competing priorities, differing timelines, bureaucratic hurdles, and unstable funding. Academic–public health/health system partnerships represent a unique and underutilized model with potential to enhance community and population health.

scholarly journals Increasing research mentor training among biomedical researchers at Clinical and Translational Science Award hubs: The impact of the facilitator training initiative

2018 ◽  
Vol 2 (3) ◽  
pp. 118-123 ◽  
Author(s):  
Jenna Rogers ◽  
Christine A. Sorkness ◽  
Kimberly Spencer ◽  
Christine Pfund
Keyword(s):  
Workforce Development ◽  
Dissemination And Implementation ◽  
Translational Science ◽  
Mentor Training ◽  
Facilitator Training ◽  
University Of Wisconsin ◽  
Development Interventions ◽  
High Satisfaction ◽  
Research Mentor ◽  
The Impact

As part of their mission, Clinical and Translational Science Award (CTSA) hubs are charged with developing, testing, and disseminating evidence-based practices to other CTSA hubs. Over the past 7 years, the University of Wisconsin-Madison has answered this charge by implementing the facilitator training (FT) initiative for research mentors. Three elements to advance training across the CTSA hubs have been critical: (1) using an FT model to empower others to build research mentor training at their local institutions; (2) tracking implementation of training events across the CTSA hubs over time; and (3) partnering with implementation sites to build local capacity and evaluate the effectiveness and quality of training. Here we report that facilitators have been trained at 75% of CTSA hubs. These facilitators report high satisfaction with the training and increased confidence in their ability to implement mentor training, and plan to implement local mentor training. These findings demonstrate that the FT initiative can serve as a model for dissemination and implementation of other workforce development interventions across the CTSA hubs.

scholarly journals Dissemination and implementation science activities across the Clinical Translational Science Award (CTSA) Consortium: Report from a survey of CTSA leaders

2019 ◽  
Vol 4 (3) ◽  
pp. 188-194 ◽  
Author(s):  
Rowena J. Dolor ◽  
Enola Proctor ◽  
Kathleen R. Stevens ◽  
Leslie R. Boone ◽  
Paul Meissner ◽  
...  
Keyword(s):  
Knowledge Translation ◽  
Implementation Science ◽  
Working Group ◽  
Dissemination And Implementation ◽  
Translational Science ◽  
Formal Element ◽  
Dissemination And Implementation Science ◽  
Qualitative Analyses ◽  
Science Activities

AbstractIntroduction:Dissemination and implementation (D&I) science is not a formal element of the Clinical Translational Science Award (CTSA) Program, and D&I science activities across the CTSA Consortium are largely unknown.Methods:The CTSA Dissemination, Implementation, and Knowledge Translation Working Group surveyed CTSA leaders to explore D&I science-related activities, barriers, and needed supports, then conducted univariate and qualitative analyses of the data.Results:Out of 67 CTSA leaders, 55.2% responded. CTSAs reported directly funding D&I programs (54.1%), training (51.4%), and projects (59.5%). Indirect support (e.g., promoted by CTSA without direct funding) for D&I activities was higher – programs (70.3%), training (64.9%), and projects (54.1%). Top barriers included funding (39.4%), limited D&I science faculty (30.3%), and lack of D&I science understanding (27.3%). Respondents (63.4%) noted the importance of D&I training and recommended coordination of D&I activities across CTSAs hubs (33.3%).Conclusion:These findings should guide CTSA leadership in efforts to raise awareness and advance the role of D&I science in improving population health.

scholarly journals Linking dissemination and implementation science to Learning Health Systems: Opportunities for Clinical and Translational Science Award institutions

2020 ◽  
Vol 4 (3) ◽  
pp. 176-179 ◽  
Author(s):  
Nancy M. Bennett ◽  
Elissa Orlando ◽  
Paul Meissner
Keyword(s):  
Health Systems ◽  
Care Delivery ◽  
Health Improvement ◽  
Dissemination And Implementation ◽  
Translational Science ◽  
Evidence Based Practices ◽  
Dissemination And Implementation Science ◽  
Research Integration ◽  
Critical Components

AbstractLearning Health Systems (LHS) iteratively implement and evaluate health improvement projects. Dissemination and implementation (D&I) science is the study of evidence-based practices in real-world settings, a critical tool for LHS. This paper explores intersections between LHS and D&I science in Clinical and Translational Science Awards (CTSAs) institutions and identifies critical components of collaboration. We conducted website scans of 34 CTSAs and their home institutions that had Dissemination, Implementation, and Knowledge Translation (DIKT) Workgroup members. We identified linkages between CTSAs and their institutions’ LHS. We interviewed six CTSA leaders experienced in LHS and D&I sciences. Nearly half of CTSAs identified an LHS structure on their websites, but only one-third indicates CTSA involvement in these efforts. Interviewees identified key components for successful integration of LHS and D&I sciences: leadership, infrastructure, balance between rigor and efficiency, and aligned incentives. The need for research integration in LHS, to improve evaluation and increase knowledge, is an emerging opportunity for D&I scientists and CTSAs. CTSAs that are engaged in D&I science can introduce and/or expand the role of D&I science in LHS. Collaboration between CTSAs and clinical leaders could result in strengthened relationships between clinical and research enterprises, effective and efficient health care delivery, and improved health.

Dissemination and Implementation in Social Service Settings

2017 ◽  
Author(s):  
J. Curtis McMillen ◽  
Danielle R. Adams
Keyword(s):  
Health Disparities ◽  
Social Services ◽  
Social Service ◽  
Careful Consideration ◽  
Lessons Learned ◽  
Health Interventions ◽  
Dissemination And Implementation ◽  
The Social ◽  
Implementation Models ◽  
Complex Settings

Social service settings offer numerous complexities in their staffing, consumers, and payer mix that require careful consideration in designing dissemination and implementation efforts. However, social services’ unique access to vulnerable populations with health problems may prove vital in efforts to improve the health status of many of our citizens and reduce health disparities. While a number of well-developed, blended dissemination and implementation models are being used in social service settings, they all require additional documentation, research, and field experience. Nonetheless, the lessons learned in the social services may help organizations in other sectors better implement health interventions with complex consumers in complex settings.

Adaptation in Dissemination and Implementation Science

2017 ◽  
Author(s):  
Ana A. Baumann ◽  
Leopoldo J. Cabassa ◽  
Shannon Wiltsey Stirman
Keyword(s):  
Implementation Science ◽  
Implementation Research ◽  
Implementation Strategies ◽  
Dissemination And Implementation ◽  
Research And Practice ◽  
Implementation Outcomes ◽  
Dissemination And Implementation Science ◽  
Dissemination And Implementation Research

This chapter focuses on adaptations in the context of dissemination and implementation research and practice. Consistent with the existing literature, the authors recommend that adaptations be proactively and iteratively determined, strongly informed by a variety of stakeholders, and that efforts be made to carefully describe and document the nature of the adaptations and evaluate their impact on desired service, health, and implementation outcomes. While this chapter focuses on adaptations to interventions and the context of practice, the authors also note that adaptations may need to be made to implementation strategies. Following the call by Proctor and colleagues for further precision in defining and operationalizing implementation strategies, and based on evidence that scholars are not necessarily reporting what and how they are adapting the interventions, scholars are urged to define and evaluate the adaptations they are making not only to the interventions and context of practice but also to the implementation strategies.

Measurement Issues in Dissemination and Implementation Research

2017 ◽  
Author(s):  
Cara C. Lewis ◽  
Enola K. Proctor ◽  
Ross C. Brownson
Keyword(s):  
Health Care ◽  
Implementation Research ◽  
Health Care Access ◽  
Healthcare Research ◽  
Dissemination And Implementation ◽  
Measurement Issues ◽  
Care Access ◽  
Dissemination And Implementation Science ◽  
Dissemination And Implementation Research ◽  
Access And Quality

The National Institutes of Health, the Agency for Healthcare Research and Quality, the CDC, and a number of private foundations have expressed the need for advancing the science of dissemination and implementation. Interest in dissemination and implementation research is present in many countries. Improving health care requires not only effective programs and interventions, but also effective strategies to move them into community based settings of care. But before discrete strategies can be tested for effectiveness, comparative effectiveness, or cost effectiveness, context and outcome constructs must be identified and defined in such a way that enables their manipulation and measurement. Measurement is underdeveloped, with few psychometrically strong measures and very little attention paid to their pragmatic nature. A variety of tools are needed to capture health care access and quality, and no measurement issues are more pressing than those for dissemination and implementation science.

scholarly journals Lessons Learned from the Medical University of South Carolina Transdisciplinary Collaborative Center (TCC) in Precision Medicine and Minority Men’s Health

2020 ◽  
Vol 14 (6) ◽  
pp. 155798832097923
Author(s):  
Chanita Hughes Halbert ◽  
Caitlin G. Allen ◽  
Melanie Jefferson ◽  
Gayenell S. Magwood ◽  
Cathy Melvin ◽  
...  
Keyword(s):  
South Carolina ◽  
Precision Medicine ◽  
Synergistic Effects ◽  
Men’S Health ◽  
Lessons Learned ◽  
Men's Health ◽  
Dissemination And Implementation ◽  
University Of South Carolina ◽  
Minority Men ◽  
Medical University

The Transdisciplinary Collaborative Center (TCC) in Precision Medicine for Minority Men’s Health was established at the Medical University of South Carolina (MUSC) in 2015 to address disparities in the translation of precision medicine approaches among racial minority groups. This regional consortium focuses on three primary areas: (1) the development of a consortium of regional and national partners, (2) conducting transdisciplinary research examining synergistic effects of biological, social, physiological, and clinical determinants of chronic disease risks and outcomes, and (3) dissemination and implementation of precision medicine approaches, with an emphasis on reducing disparities in health care and outcomes among minority men. Given consistent calls to better translate precision medicine approaches and the focus of this consortium on addressing disparities among minority men, we provide an overview of our experience in developing the MUSC TCC, including barriers and facilitators to conducting translational research on minority men’s health issues in the context of precision medicine. Lessons learned and areas for improvement include providing enough time to create consistent partnerships and community engagement to improve recruitment and retention, identifying unique ways to engage diverse partners from across the region and nation, and better approaches to dissemination and communication for large partnerships focusing on precision medicine.

Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery

2021 ◽  
pp. 004723952110160
Author(s):  
Kristen L. Granger ◽  
Maureen A. Conroy ◽  
Kevin S. Sutherland ◽  
Edward G. Feil ◽  
Jessica Wright ◽  
...  
Keyword(s):  
Early Childhood ◽  
Intervention Program ◽  
Phase 1 ◽  
Lessons Learned ◽  
Study Phase ◽  
Evidence Based ◽  
Tier 2 ◽  
Web Based ◽  
Testing Phase ◽  
Panel Review

The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for delivery via the web. Activities in these phases included focus groups, interviews, an expert panel review, alpha and beta testing (Phase 1), feasibility testing (Phase 2), and a pilot promise study (Phase 3). Each phase included a series of refinements and improvements to materials based on data and stakeholder feedback. Lessons learned and implications for developing and implementing professional development services via online platforms are discussed.

EcoToxXplorer: Leveraging Design Thinking to Develop a Standardized Web‐Based Transcriptomics Analytics Platform for Diverse Users

2021 ◽  
Author(s):  
Othman Soufan ◽  
Jessica Ewald ◽  
Guangyan Zhou ◽  
Orcun Hacariz ◽  
Emily Boulanger ◽  
...  
Keyword(s):  
Design Thinking ◽  
Web Based
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