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2 Understanding Implementation Science
Pages 5-10

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From page 5...
... as the "scientific study of methods to promote uptake of research findings in real-world practice settings to improve quality of care." This idea of implementation science stemmed from the world of medicine, public health, and behavioral health to bridge the gap between research and practice, she added. Another way of understanding implementation science is to view an intervention or practice (e.g., p ­ edagogy)
From page 6...
... Soicher added that implementation ­studies tend to be conducted with the assumption that the practice itself has been proven effective, but some implementation scientists argue that imple mentation should be considered from the outset. If research is designed to measure implementation outcomes starting at the pre­intervention phase, it will help build the evidence base for later phases.
From page 7...
... aThis list is the rapporteurs' summary of points made by the individual speakers identified, and the statements have not been endorsed or verified by the National Academies of Sci ences, Engineering, and Medicine. practice is implemented, the idea is to begin with implementation in a local and specific context, then take the lessons learned from this experience and expand them into more generalizable knowledge that can be shared.
From page 8...
... In health professions education, Soicher said, student outcomes will ultimately affect clinical outcomes, which can be evaluated using measures of efficiency, safety, effectiveness, equity, patient centeredness, and timeliness. While these are not the outcomes that implementation science directly focuses on, the thought is that implementation of a practice or program will affect the knowledge and skills of students, which will in turn affect outcomes for patients.
From page 9...
... Soicher noted that many teachers already do this type of data collection, but may not think of it as implementation science. An additional resource was suggested by Eric H ­ olmboe, chief of Research, Milestones Development and Evaluation ­ Officer at the ­Accreditation Council for Graduate Medical Education, known as FIGURE 2-3  Locating yourself on the "subway line" of translational research.
From page 10...
... • Educators: o collect data on whether the educational practice was easy to use and whether students were engaged; and o reflect on your currently collected data because you may already be doing implementation science. aThis list is the rapporteurs' summary of points made by the individual speakers identified, and the statements have not been endorsed or verified by the National Academies of Sci ences, Engineering, and Medicine.


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