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. 2017 Mar;52(3 Suppl 3):S322-S329.
doi: 10.1016/j.amepre.2016.10.005.

Dissemination and Implementation Science Training Needs: Insights From Practitioners and Researchers

Rachel G Tabak  1 , Margaret M Padek  2 , Jon F Kerner  3 , Kurt C Stange  4 , Enola K Proctor  5 , Maureen J Dobbins  6 , Graham A Colditz  7 , David A Chambers  8 , Ross C Brownson  9
Affiliations

Dissemination and Implementation Science Training Needs: Insights From Practitioners and Researchers

Rachel G Tabak et al. Am J Prev Med. 2017 Mar.

Abstract

Introduction: Dissemination and implementation research training has great potential to improve the impact and reach of health-related research; however, research training needs from the end user perspective are unknown. This paper identifies and prioritizes dissemination and implementation research training needs.

Methods: A diverse sample of researchers, practitioners, and policymakers was invited to participate in Concept Mapping in 2014-2015. Phase 1 (Brainstorming) gathered participants' responses to the prompt: To improve the impact of research evidence in practice and policy settings, a skill in which researchers need more training is… The resulting statement list was edited and included subsequent phases. Phase 2 (Sorting) asked participants to sort each statement into conceptual piles. In Phase 3 (Rating), participants rated the difficulty and importance of incorporating each statement into a training curriculum. A multidisciplinary team synthesized and interpreted the results in 2015-2016.

Results: During Brainstorming, 60 researchers and 60 practitioners/policymakers contributed 274 unique statements. Twenty-nine researchers and 16 practitioners completed sorting and rating. Nine concept clusters were identified: Communicating Research Findings, Improve Practice Partnerships, Make Research More Relevant, Strengthen Communication Skills, Develop Research Methods and Measures, Consider and Enhance Fit, Build Capacity for Research, and Understand Multilevel Context. Though researchers and practitioners had high agreement about importance (r =0.93) and difficulty (r =0.80), ratings differed for several clusters (e.g., Build Capacity for Research).

Conclusions: Including researcher and practitioner perspectives in competency development for dissemination and implementation research identifies skills and capacities needed to conduct and communicate contextualized, meaningful, and relevant research.

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Figures

Figure 1
Figure 1
Cluster Map: Cluster Maps spatially show how closely statements are related based on how frequently they were sorted together.
Figure 2
Figure 2
Pattern Match: all researchers and practitioners.
See this image and copyright information in PMC

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