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Promoting rigor and sustainment in implementation science capacity building programs: A multi-method study.

Amy G Huebschmann1,2,3, Shelly Johnston4, Rachel Davis5

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Summary
This summary is machine-generated.

Implementation science capacity building programs (ISCBPs) vary in focus and trainee types. Addressing specific competencies, including eight novel ones, and securing financial support are key for program rigor and sustainment.

Keywords:
buildingcurriculumequityimplementationresearch competencytraining

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Area of Science:

  • Implementation Science
  • Health Services Research
  • Public Health Training

Background:

  • The field of Implementation Science (IS) is growing, leading to an increasing number and variety of IS capacity building programs (ISCBPs).
  • This evolution necessitates a re-evaluation of established IS competencies and strategies for sustaining ISCBPs.
  • Understanding the characteristics and needs of current ISCBPs is crucial for the field's advancement.

Purpose of the Study:

  • To compare the characteristics of existing ISCBPs.
  • To identify recommendations for supporting the sustainability of ISCBPs.
  • To assess the alignment of ISCBPs with IS competencies and identify novel, important competencies.

Main Methods:

  • A multi-method study involving a comprehensive search for ISCBPs and snowball sampling.
  • Surveying identified ISCBPs to gather data on program focus, trainee types, addressed competencies, and sustainability recommendations.
  • Utilizing a modified Delphi process with IS experts to identify novel and important IS competencies.

Main Results:

  • Out of 74 identified ISCBPs, 46 responded (62% response rate), revealing diverse program areas and trainee levels.
  • While most programs addressed core IS methods, the targeted IS competencies varied significantly by trainee level.
  • A Delphi process identified eight novel IS competencies focused on health equity and research translation speed; financial and administrative support were recommended for ISCBP sustainment.

Conclusions:

  • ISCBPs cater to diverse learners across various career stages and research areas.
  • Recommendations include tailoring IS competencies to specific trainee needs and incorporating eight novel competencies for enhanced rigor.
  • Sustaining ISCBPs requires dedicated administrative and financial support, alongside transparent reporting of program characteristics.