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CMAJ : Canadian Medical Association... Dec 2010
Review
Topics: Delivery of Health Care; Humans; Manuals as Topic; Practice Guidelines as Topic; Program Development
PubMed: 20603348
DOI: 10.1503/cmaj.090449 -
Implementation Science : IS Apr 2015Implementation science has progressed towards increased use of theoretical approaches to provide better understanding and explanation of how and why implementation...
BACKGROUND
Implementation science has progressed towards increased use of theoretical approaches to provide better understanding and explanation of how and why implementation succeeds or fails. The aim of this article is to propose a taxonomy that distinguishes between different categories of theories, models and frameworks in implementation science, to facilitate appropriate selection and application of relevant approaches in implementation research and practice and to foster cross-disciplinary dialogue among implementation researchers.
DISCUSSION
Theoretical approaches used in implementation science have three overarching aims: describing and/or guiding the process of translating research into practice (process models); understanding and/or explaining what influences implementation outcomes (determinant frameworks, classic theories, implementation theories); and evaluating implementation (evaluation frameworks). This article proposes five categories of theoretical approaches to achieve three overarching aims. These categories are not always recognized as separate types of approaches in the literature. While there is overlap between some of the theories, models and frameworks, awareness of the differences is important to facilitate the selection of relevant approaches. Most determinant frameworks provide limited "how-to" support for carrying out implementation endeavours since the determinants usually are too generic to provide sufficient detail for guiding an implementation process. And while the relevance of addressing barriers and enablers to translating research into practice is mentioned in many process models, these models do not identify or systematically structure specific determinants associated with implementation success. Furthermore, process models recognize a temporal sequence of implementation endeavours, whereas determinant frameworks do not explicitly take a process perspective of implementation.
Topics: Evidence-Based Medicine; Humans; Models, Organizational; Program Development; Translational Research, Biomedical
PubMed: 25895742
DOI: 10.1186/s13012-015-0242-0 -
Implementation Science : IS Dec 2013Implementation strategies have unparalleled importance in implementation science, as they constitute the 'how to' component of changing healthcare practice. Yet,...
Implementation strategies have unparalleled importance in implementation science, as they constitute the 'how to' component of changing healthcare practice. Yet, implementation researchers and other stakeholders are not able to fully utilize the findings of studies focusing on implementation strategies because they are often inconsistently labelled and poorly described, are rarely justified theoretically, lack operational definitions or manuals to guide their use, and are part of 'packaged' approaches whose specific elements are poorly understood. We address the challenges of specifying and reporting implementation strategies encountered by researchers who design, conduct, and report research on implementation strategies. Specifically, we propose guidelines for naming, defining, and operationalizing implementation strategies in terms of seven dimensions: actor, the action, action targets, temporality, dose, implementation outcomes addressed, and theoretical justification. Ultimately, implementation strategies cannot be used in practice or tested in research without a full description of their components and how they should be used. As with all intervention research, their descriptions must be precise enough to enable measurement and 'reproducibility.' We propose these recommendations to improve the reporting of implementation strategies in research studies and to stimulate further identification of elements pertinent to implementation strategies that should be included in reporting guidelines for implementation strategies.
Topics: Delivery of Health Care; Diffusion of Innovation; Program Development; Research
PubMed: 24289295
DOI: 10.1186/1748-5908-8-139 -
American Journal of Pharmaceutical... Jan 2023To design and assess the use of a pharmacy student-delivered preceptor development program. A student-delivered preceptor development program was developed to ensure...
To design and assess the use of a pharmacy student-delivered preceptor development program. A student-delivered preceptor development program was developed to ensure all preceptors received documented preceptor development. A menu of discussion topics and associated teaching sheets were created by the school's office of experiential education. On each rotation, advanced pharmacy practice experience (APPE) students led discussions with their preceptors on a topic chosen by the preceptor and submitted documentation of the education. Preceptors answered a survey related to the amount of information and time required for the program, their preference for different formats of preceptor development, one important thing they learned through the program, and future development topics of interest. Students were interviewed regarding their perceptions and use of the program. A novel student-delivered preceptor development program resulted in documentation of preceptor development for all APPE rotations. Seventy-nine preceptors (31% response rate) participated in the survey. In their responses, preceptors generally agreed that they were able to customize their development and incorporate what they learned into practice, and that the program had a convenient format and was valuable for preparing students to be future preceptors. Students reported that the program improved their confidence in communicating with a supervisor and prepared them for precepting. A student-delivered preceptor development program improved documented preceptor development. The program allowed preceptors to customize development opportunities in a convenient format. It was perceived positively by preceptors who would recommend the program to other schools of pharmacy.
Topics: Humans; Education, Pharmacy; Students, Pharmacy; Preceptorship; Problem-Based Learning; Curriculum; Program Development
PubMed: 35078766
DOI: 10.5688/ajpe8939 -
Brachytherapy 2020Developing any new radiation oncology program requires planning and analysis of the current state of the facility and its capacity to take on another program. Staff must...
Developing any new radiation oncology program requires planning and analysis of the current state of the facility and its capacity to take on another program. Staff must consider a large number of factors to establish a feasible, safe, and sustainable program. We present a simple and generic outline that lays out the process for developing and implementing a new HDR brachytherapy program in any setting, but with particular emphasis on challenges associated with starting the program in a limited resource setting. The sections include feasibility of a program, starting cases, machine and equipment selection, and quality and safety.
Topics: Brachytherapy; Humans; Program Development; Quality Assurance, Health Care; Radiation Oncology; Radiotherapy Dosage; Safety Management
PubMed: 32950407
DOI: 10.1016/j.brachy.2020.08.018 -
American Journal of Pharmaceutical... Jun 2017To describe characteristics of faculty development programs designed to facilitate interprofessional education, and to compile recommendations for development,... (Review)
Review
To describe characteristics of faculty development programs designed to facilitate interprofessional education, and to compile recommendations for development, delivery, and assessment of such faculty development programs. MEDLINE, CINAHL, ERIC, and Web of Science databases were searched using three keywords: faculty development, interprofessional education, and health professions. Articles meeting inclusion criteria were analyzed for emergent themes, including program design, delivery, participants, resources, and assessment. Seventeen articles were identified for inclusion, yielding five characteristics of a successful program: institutional support; objectives and outcomes based on interprofessional competencies; focus on consensus-building and group facilitation skills; flexibility based on institution- and participant-specific characteristics; and incorporation of an assessment strategy. The themes and characteristics identified in this literature overview may support development of faculty development programs for interprofessional education. An advanced evidence base for interprofessional education faculty development programs is needed.
Topics: Education, Pharmacy; Faculty; Health Occupations; Humans; Interdisciplinary Studies; Interprofessional Relations; Program Development
PubMed: 28720924
DOI: 10.5688/ajpe81596 -
Journal of Nuclear Medicine Technology Sep 2018Program development and review are a central part of institutional and industry quality assurance. Traditional approaches, although well established, present several...
Program development and review are a central part of institutional and industry quality assurance. Traditional approaches, although well established, present several barriers that could undermine the integrity of the process and the quality of outcomes. Here, a new approach to program development and design is explored with the goal of enhancing outcomes for students and institutions.
Topics: Accreditation; Program Development
PubMed: 29724798
DOI: 10.2967/jnmt.118.208272 -
Perspectives on Medical Education Jan 2021Demanding working conditions in medical practice pressurise the well-being of physicians across all career stages, likely harming patients and healthcare systems....
BACKGROUND
Demanding working conditions in medical practice pressurise the well-being of physicians across all career stages, likely harming patients and healthcare systems. Structural solutions to harmful working conditions are necessary as well as interventions to support physicians in contemporary practice. We report on developing and piloting a team-based program for physicians to improve their working conditions and well-being.
APPROACH
Program development steps involved: a preparatory phase, needs assessment, and program design. The program consisted of (1) a feedback tool addressing working conditions and well-being, and an intervention including (2a) a facilitated team dialogue and (2b) a team training on communication and collaborative job crafting. In the program's pilot, 377 physicians from 48 teams in 14 Dutch hospitals used the feedback tool. Four teams participated in the team dialogue. Two teams performed the team training.
EVALUATION
Physicians indicated that the program was a useful format to gain insight into their working conditions and well-being, and possibly to improve their well-being collaboratively.
REFLECTION
We provide seven critical reflections on developing and piloting our program, accompanied by recommendations for developing well-being interventions. Our development approach, program components, and recommendations may support physicians and other healthcare professionals in demanding work environments.
Topics: Health Promotion; Hospitals; Humans; Medical Staff, Hospital; Program Development
PubMed: 32725344
DOI: 10.1007/s40037-020-00600-5 -
Medical Education Online Dec 2024This article provides structure to developing, implementing, and evaluating a successful coaching program that effectively meets the needs of learners. We highlight the... (Review)
Review
This article provides structure to developing, implementing, and evaluating a successful coaching program that effectively meets the needs of learners. We highlight the benefits of coaching in medical education and recognize that many educators desiring to build coaching programs seek resources to guide this process. We align 12 tips with Kern's Six Steps for Curriculum Development and integrate theoretical frameworks from the literature to inform the process. Our tips include defining the reasons a coaching program is needed, learning from existing programs and prior literature, conducting a needs assessment of key stakeholders, identifying and obtaining resources, developing program goals, objectives, and approach, identifying coaching tools, recruiting and training coaches, orienting learners, and evaluating program outcomes for continuous program improvement. These tips can serve as a framework for initial program development as well as iterative program improvement.
Topics: Humans; Mentoring; Education, Medical; Program Development; Curriculum; Clinical Competence
PubMed: 38051864
DOI: 10.1080/10872981.2023.2289262 -
Frontiers in Public Health 2022Although middle-aged adults in Korea are vulnerable to depression, there are few preventive interventions for depression in middle adulthood. Studies consistently... (Review)
Review
BACKGROUND
Although middle-aged adults in Korea are vulnerable to depression, there are few preventive interventions for depression in middle adulthood. Studies consistently suggest that interventions that include both spouses are effective in decreasing depression and relationship distress. Considering the busy lives of middle-aged couples, it is essential to develop an online-coaching blended couple-oriented intervention. This study aimed to describe the development, implementation, and evaluation of an online-coaching blended couple-oriented intervention using an online program and coaching videoconference to prevent middle-aged couples' depression; this was done using an intervention mapping (IM) protocol.
METHODS
Six steps of IM were used to systematically develop a tailored multi-level intervention specific to middle-aged couples' depression. These steps of the IM protocol involve needs assessment, formulation of change objectives, theory-based methods, and practical strategies for program design, program development, program implementation, and program evaluation.
RESULTS
The results of the six steps were as follows: (a) middle-aged couples' needs and mental health problems were identified through a scoping review study, mixed-method study, and expert interviews; (b) six performance objectives (POs) were formulated based on the results of Step 1, and intrapersonal, interpersonal, and temporal/transpersonal determinants were identified based on the self-transcendence theory. Change objectives were developed by combining POs with determinants; (c) self-regulated learning was chosen for theoretical teaching methods and practical strategies to change the determinants of each level; (d) four modules consisting of 16 sessions were developed based on the self-transcendence theory; (e) experts evaluated the program and coaches were trained; and (f) the evaluation plan for the program's feasibility, acceptability, usability, and preliminary effects was developed.
DISCUSSION
The systematic process using IM allowed us to develop an online-coaching blended couple-oriented intervention to prevent depression and promote couples' relationships. The primary effects of this newly developed program should be evaluated in future studies. This may lead to the increased adoption and implementation of evidence-based and tailored interventions for psychological wellbeing in middle adulthood.
Topics: Depression; Learning; Mentoring; Program Development; Program Evaluation
PubMed: 35719656
DOI: 10.3389/fpubh.2022.882576