Developing implementation research capacity: longitudinal evaluation of the King’s College London Implementation Science Masterclass, 2014–2019

Abstract

Background Despite an increasing number of training opportunities in implementation science becoming available, the demand for training amongst researchers and practitioners is unmet. To address this training shortfall, we developed the King’s College London ‘Implementation Science Masterclass’ (ISM), an innovative 2-day programme (and currently the largest of its kind in Europe), developed and delivered by an international faculty of implementation experts. Methods This paper describes the ISM and provides delegates’ quantitative and qualitative evaluations (gathered through a survey at the end of the ISM) and faculty reflections over the period it has been running (2014–2019). Results Across the 6-year evaluation, a total of 501 delegates have attended the ISM, with numbers increasing yearly from 40 (in 2014) to 147 (in 2019). Delegates represent a diversity of backgrounds and 29 countries from across the world. The overall response rate for the delegate survey was 64.5% (323/501). Annually, the ISM has been rated ‘highly’ in terms of delegates’ overall impression (92%), clear and relevant learning objectives (90% and 94%, respectively), the course duration (85%), pace (86%) and academic level 87%), and the support provided on the day (92%). Seventy-one percent of delegates reported the ISM would have an impact on how they approached their future work. Qualitative feedback revealed key strengths include the opportunities to meet with an international and diverse pool of experts and individuals working in the field, the interactive nature of the workshops and training sessions, and the breadth of topics and contexts covered. Conclusions Yearly, the UK ISM has grown, both in size and in its international reach. Rated consistently favourably by delegates, the ISM helps to tackle current training demands from all those interested in learning and building their skills in implementation science. Evaluation of the ISM will continue to be an annual iterative process, reflective of changes in the evidence base and delegates changing needs as the field evolves.

Models and approaches for building knowledge translation capacity and capability in health services: a scoping review

“…The summary of the knowledge translation capability building programmes and their characteristics are shown in Table 2 . Programmes were delivered in Australia [ 6 , 26 – 38 ], Canada [ 39 – 47 ], England [ 48 – 52 ], the United States of America [ 53 – 55 ], Sweden [ 56 , 57 ], Scotland [ 58 ], Saudi Arabia [ 59 ] and in multiple countries [ 11 , 60 ] and were implemented from 1999 to 2021. Programmes tended to target a mix of health and research professionals; however, some targeted specific groups including allied health [ 26 , 27 , 29 , 32 , 35 – 37 , 55 ], nurses [ 34 , 45 , 49 ], doctors [ 59 ], managers [ 57 ] and cancer control practitioners [ 53 ].…”

“…via communities of practice) •Delivering knowledge in actionable formats (e.g. care bundles, decision aids) • Health service or organisation • Didactic learning • Peer/ social/ collaborative learning • Research or knowledge translation/ implementation theory Davis, 2020 [ 60 ] King’s College London Implementation Science Masterclass (ISM) England • Train those interested in the application of implementation science methodologies and techniques, irrespective of their professional background, where they fall on the career trajectory, or their expertise •Encourage collaborative work through developing a network of implementation scientists from diverse disciplines, professions, work settings, and socio-demographics • Research institute (NIHR) • University education programme 501 Mixed professionals (clinicians, managers, economists, policymakers, patients, epidemiologists from academic and healthcare settings) • Participants enrol themselves in the annual training programme • Annual course delivered face-to-face over 2 full days • Curriculum follows a 4-block structure, with each block delivered within a half-day session • Blocks cover the following broad thematic areas: (1) introduction to implementation science, (2) implementation theories and frameworks; (3) implementation research and evaluation methods and designs, and (4) specialist topics such as how implementation science relates to improvement science and knowledge mobilisation • Faculty represent multiple countries and research/practice backgrounds spanning all areas of implementation science • University • Didactic learning • Peer/ social/ collaborative learning Dobbins, 2009 [ 40 ] Knowledge Broker (KB) role Canada •Promote integration of best available evidence into policy and practice-related decisions • Research institute (Canadian Institutes of Health Research) • Support role • Workplace training/education • Research-practice collaborative (more than two entities) 30 Public health programme managers • One decision-maker from each organisation participating in an implementation project was randomised to one of three intervention groups • KB implemented in a full time role for 1-year • KB developed knowledge translation and exchange interventions for groups of public health professionals • KB facilitated evidence-informed decision making (EIDM) knowledge and capacity by mentoring, providing individual support (email, telephone and site visits), group education (regional workshop, webinars), and encouraging managers to model EIDM-behaviours • Regional workshops present evidence, facilitate discussions of ev...…”

Barriers and Facilitators for Conducting Implementation Science in German-Speaking Countries: Findings from the Promote ImpSci Interview Study

“…For this purpose, exchanging ideas with other educators and attending to a certain consistency in training is helpful (Stevens et al, 2020b ). This can be challenging when designing training programs for a diverse, transdisciplinary audience (Davis et al, 2020 ). Here, it can be beneficial to engage multidisciplinary training staff, for example, for covering different modules in a training program.…”

“…There is a growing number of webinars, workshops as well as courses and modules in academic curricula dedicated to capacity building in implementation science (Davis & D’Lima, 2020 ). These courses and training programs not only serve educational purposes, but also provide implementation researchers with valuable networking opportunities (Davis et al, 2020 ). However, in general there is a higher demand than supply of implementation training, which becomes apparent in highly selective eligibility criteria and low acceptance rates in training initiatives (Davis & D’Lima, 2020 ).…”

Implementation science.

“…To date, implementation science has not received the attention or funding of many of the clinical sciences. Training programs and fellowships in implementation science are still not sufficient to meet the needs of health care systems (e.g., Davis et al, 2020): In short, we have many more evidence-based health care practices than we have implementation scientists to support their uptake. Some neuropsychological treatment programs, such as the NET trial (Green et al, 2012), have been built around implementation-science principles, but applications of implementation science in neuropsychology remain relatively rare.…”