Daudelin Denise, Kris-Etherton Penny M, Cabrera Alyssa, Thompson Anna L, Markman Kris M, Chen Linfei, Lichtenstein Alice H
Tufts Clinical and Translational Science Institute, USA.
Tufts University, USA.
J Clin Transl Sci. 2025 Mar 5;9(1):e71. doi: 10.1017/cts.2025.44. eCollection 2025.
Tufts Clinical and Translational Science Institute (CTSI) developed an online self-paced course to address the gap identified in critical thinking skills related to peer-reviewed nutrition science publications. Initial engagement was low, prompting the launch of a quality improvement project utilizing Dissemination and Implementation (D&I) science principles to enhance participation. This report details the development and execution of the dissemination strategy, course promotion methods, and outcomes related to participant engagement and feedback.
A dissemination plan was designed and implemented using the Value-Added Research Dissemination Framework and the Consolidated Framework for Implementation Research (CFIR). Dissemination efforts targeted registered dietitians and university nutrition program instructors, along with their students.
During the active dissemination period from January to May 2023, the cumulative numbers of learners increased from 23 to 118. Instructors from three nutrition degree programs found the course valuable, reporting that it introduced new content or reinforced existing material. Learner participation continued past the active dissemination period into 2024. Findings from the course evaluation survey provided insights to guide future course improvements.
This project demonstrates the successful use of D&I frameworks to support the dissemination and implementation of educational innovations such as online learning initiatives.
塔夫茨临床与转化科学研究所（CTSI）开发了一门在线自主学习课程，以弥补在与同行评审的营养科学出版物相关的批判性思维技能方面发现的差距。最初的参与度较低，促使启动了一个质量改进项目，利用传播与实施（D&I）科学原则来提高参与度。本报告详细介绍了传播策略的制定与实施、课程推广方法以及与参与者参与度和反馈相关的结果。
使用增值研究传播框架和实施研究综合框架（CFIR）设计并实施了一项传播计划。传播工作的目标对象是注册营养师、大学营养项目教师及其学生。
在2023年1月至5月的积极传播期间，学习者的累计数量从23人增加到了118人。来自三个营养学位项目的教师认为该课程很有价值，报告称它引入了新内容或强化了现有材料。学习者的参与在积极传播期之后持续到了2024年。课程评估调查的结果为指导未来课程改进提供了见解。
该项目展示了成功使用D&I框架来支持教育创新（如在线学习倡议）的传播与实施。
