BackgroundIn healthcare research, results diffuse only slowly into clinical practice, and there is a need to bridge the gap between research and practice. This study elucidates how healthcare professionals in a hospital setting experience working with the implementation of research results.MethodA descriptive design was chosen. During 2014, 12 interviews were carried out with healthcare professionals representing different roles in the implementation process, based on semi-structured interview guidelines. The analysis was guided by a directed content analysis approach.ResultsThe initial implementation was non-formalized. In the decision-making and management process, the pattern among nurses and doctors, respectively, was found to be different. While nurses’ decisions tended to be problem-oriented and managed on a person-driven basis, doctors’ decisions were consensus-oriented and managed by autonomy. All, however, experienced a knowledge-based execution of the research results, as the implementation process ended.ConclusionThe results illuminate the challenges involved in closing the evidence-practice gap, and may add to the growing body of knowledge on which basis actions can be taken to ensure the best care and treatment available actually reaches the patient.Electronic supplementary materialThe online version of this article (doi:10.1186/s12913-016-1292-y) contains supplementary material, which is available to authorized users.

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This paper explores and presents some preliminary findings of implementing a flipped learning approach into the Aalborg University Problem-Based Learning environment. An analysis of the learning theoretical framework of the flipped learning approach in a Problem-Based Learning environment is carried out and this points at some structural concerns for motivating the students. Drawing on scaffolding and self-determination theory a new semester structure of a flipped and integrated semester is implemented at a 4th semester BSc program in Medialogy. The experiment, and an explorative case study, were conducted as part of a three-year research project called “Future directions for Problem-Based Learning in a digital age” carried out at Aalborg University, Copenhagen, Denmark. Preliminary findings on the students’ learning experience being part of this new flipped and integrated semester concept are presented and discussed.