Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Universitaetsstrasse 7, 1010, Vienna, Austria.
Department of Maternal and Child Health, Gillings School of Global Public Health, University of North Carolina at Chapel Hill, CB #7445 Rosenau, Chapel Hill, NC, 27599-7445, USA.
Adv Health Sci Educ Theory Pract. 2021 Mar;26(1):19-35. doi: 10.1007/s10459-020-09969-8. Epub 2020 May 5.
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.
教育在实施科学，这涉及到培训卫生专业人员如何系统地将循证发现应用于卫生实践，已经成为健康科学教育中一个非常相关的话题。本研究通过编制实施实践和研究的能力概况，并探讨实施专家的专长来源，推进了实施科学的教育。能力概况在理论上基于教育心理学，这意味着可改进和可教的能力的定义。在一项在线调查中，一个由 82 名实施专家组成的国际、多学科样本，他们对实施实践和实施研究最有帮助的能力进行了命名。对于这些能力，他们还表示是否在他们的专业教育、额外的培训中获得了这些能力，或者是通过自学和在职经验获得的。数据使用混合方法进行分析，将定性内容分析与描述性统计相结合。参与者认为合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。参与者在自学或在职经验中获得了实施实践中最有帮助的大部分能力。然而，参与者在专业教育中获得了实施研究的大部分能力。本研究结果为实施科学的教育和培训活动提供了信息，并为一组不断更新的跨学科实施科学能力提供了起点。讨论了课程发展和教育活动设计的影响。
