Mapping the landscape of implementation science training: gaps and opportunities to strengthen capacity for...

To (1) summarize the current landscape of implementation science (IS) training in North America, (2) describe participant characteristics from The Center for Implementation (TCI), one of the largest IS training programs, and (3) identify opportunities to inform future capacity-building efforts.

We conducted a structured environmental scan of North American IS training programs; online surveys were then distributed to all identified programs to collect information on program characteristics and target audience. We then performed descriptive and qualitative analyses of the survey results and de-identified demographic and participant response data from TCI course participants.

Fifty-seven IS training programs were identified across North America. Most programs (59.6%) were located in the United States and were primarily graduate level (54.4%), certificate programs (36.8%), and fellowships or post-doctoral opportunities (29.8% each). Nearly half (47.4%) enrolled ≤10 participants per cohort, and approximately 10% enrolled more than 50 participants. Nearly all programs admitted academic audiences (94.7%), with fewer targeting participants from public health (57.9%) or healthcare providers (43.9%). TCI participants (N = 1,632 for demographic data; N = 436 for qualitative analysis) were a diverse audience representing multiple sectors, most frequently healthcare (26.9%), IS (17.6%), public health (17.0%), and education (15.6%). Organizational affiliations included nonprofit organizations (22.7%), healthcare institutions (18.1%), higher education (17.7%), and government (15.9%). Through qualitative analysis of TCI participant introductions, we identified four major themes reflecting participants' professional contexts and motivations for IS training: (1) system roles, (2) current implementation activities, (3) learning motivations, and (4) application of IS concepts to their work.

Current IS trainings in North America are primarily focused on a research audience. Expanding IS implementation training and education to a broader audience, in particular implementation support practitioners who are not engaged in research, but who seek to apply IS to solve problems, is warranted.