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Evaluation of a brief virtual implementation science training program: the Penn Implementation Science Institute.

Amelia E Van Pelt1,2, Christopher P Bonafide3,4, Katharine A Rendle3,5

  • 1Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, 625 N Michigan Ave Suite 2100, Chicago, IL, 60611, USA. amelia.vanpelt@northwestern.edu.

Implementation Science Communications
|November 7, 2023
PubMed
Summary

This study evaluated the Penn Implementation Science Institute (PennISI) training, finding that participants significantly improved their implementation science competencies. The virtual program offers a valuable model for capacity-building initiatives in this field.

Keywords:
Capacity buildingEducationEvaluationImplementation scienceTraining

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Area of Science:

  • Implementation Science
  • Health Services Research
  • Public Health Training

Background:

  • Growing demand for implementation science expertise necessitates capacity-building initiatives.
  • Systematic evaluation of training programs is crucial for ensuring rigor and competency achievement.
  • The Penn Implementation Science Institute (PennISI) provides virtual synchronous training in implementation science.

Purpose of the Study:

  • To evaluate the effectiveness of the sixth Penn Implementation Science Institute (PennISI) training program.
  • To assess changes in implementation science competencies among participants.
  • To gather feedback for improving future training efforts.

Main Methods:

  • A pre-post design was employed to evaluate the PennISI training.
  • Surveys measured 43 implementation science competencies across four domains, course criteria, and knowledge change.
  • Descriptive statistics and thematic analysis were used to analyze quantitative and qualitative data.

Main Results:

  • A diverse cohort, primarily novice/beginner level in implementation science, participated.
  • Participants reported high satisfaction with the overall course quality.
  • All competency domain scores increased from beginner to intermediate levels post-training, with "design and analysis" competencies scoring lowest.

Conclusions:

  • The PennISI serves as a successful model for brief, virtual implementation science training.
  • Findings offer insights for enhancing future programs to meet diverse learner needs.
  • Program evaluation is essential for rigorous implementation science capacity building.