COLLEGE OF MEDICINE AND HEALTH
Medicine, Nursing and Allied Health Professions

Module

Implementation Science

Module titleImplementation Science
Module codeHPDM058
Academic year2021/2
Credits15
Module staff

Professor Rob Anderson (Convenor)

Duration: Term123
Duration: Weeks

5

Number students taking module (anticipated)

16

Description - summary of the module content

Module description

In this module, you will critically appraise theories, models and the practice of implementation science in health and social care. You will critically examine diagnostic, behaviour change and sociological models of implementation, with strategies to increase utilisation of the scientific evidence base in health and social care that flow from these theoretical positions

Module aims - intentions of the module

You will develop the skills to evaluate theories of implementation and will be able to demonstrate insight into how innovation and behaviour change can be planned and delivered in modern health services. You will identify and critically appraise evidence about implementation science from different sources and consider how these can be integrated into a plan for action. The module will enable you to develop a detailed, theory-informed strategy for achieving evidence-based change in an area of health care practice

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. Critically analyse and evaluate the multiple factors that influence the adoption of best evidence in health care
  • 2. Critically appraise behaviour change methods by which evidence-based interventions can be implemented effectively

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 3. Contribute to a research-led healthcare environment by working with multiple stakeholders to build capacity and capability
  • 4. Develop a detailed strategy for the implementation of best evidence in an area of professional practice

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 5. Critically apply learning from the social, psychological, health, and organisational sciences to achieve evidence-based change in complex organisations
  • 6. Engage diverse stakeholders to achieve evidence-based change

Syllabus plan

Syllabus plan

Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:

 Introduction to Implementation Science

Putting implementation theory and frameworks into practice

Engagement of stakeholders and colleagues in complex healthcare environments

Using knowledge: Experiences and challenges

 

 

  • The following approaches might be applied if necessary due to Covid19: -
  • Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams, with learning consolidated by self-directed learning resources and ELE activities. –
  • Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on MS-Teams; or asynchronous online discussion, for example via Yammer or ELE Discussion board –

Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on MS-Teams; or Asynchronous workshop activities supported with discussion forum

 

 

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
291210

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled learning & teaching activities15Synchronous and Asynchronous (pre-recorded) online Lectures, seminars, master-classes to enhance learning through consolidation of pre-reading, introduction to key topics, specialist areas and role models and diversity of contexts and outcomes
Scheduled learning & teaching activities14Synchronous group discussions, practical exercises, simulated case-studies and engagement with real-world scenarios (all via MS-Teams) to foster experiential learning with opportunities for peer and tutor feedback.
Guided independent study76Web-based learning, resource gathering, and in-depth reading during the period of module delivery
Guided independent study45Preparation and writing of assignment.

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Case-based discussionsVarious and ongoing1, 3, 4Verbal
Small group projectsVarious and ongoing1, 2, 4Verbal
Student presentations (Individual)15 mins (5-10 minute individual presentation via MS-Teams plus group discussion)1-6Verbal

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Implementation strategy essay1003000 words1-6Written
0
0
0
0
0

Re-assessment

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Implementation strategy essay (3000 words)Re-submission of implementation strategy essay (3000 words)1-6Typically within six weeks of the result

Re-assessment notes

Same as for the original summative assessment, to include response to the written feedback and undertaken during the University’s agreed referral/deferral period.

Resources

Indicative learning resources - Basic reading

 

Berwick, D. (2008) The science of improvement. JAMA 299 (10) 1182-1184

Damschroder, L. J., D. C. Aron, R. E. Keith, S. R. Kirsh, J. A. Alexander and J. C. Lowery (2009). "Fostering implementation of health services research findings into practice: a consolidated framework for advancing implementation science." Implement Sci 4: 50.

Davidoff, F. (2009) Heterogeneity is not always noise: Lessons from Improvement. JAMA 302 (23) 2580-2586

Grol, R. & Wensing, M. (2013) Implementation of change in healthcare: A complex problem. In: R. Grol, M. Wensing, M. Eccles & D. Davis, eds., Improving patient care: The implementation of change in health care. pp.3-17, Oxford: Wiley Blackwell/ BMJ Books

Grol, R., Bosch, M. & Wensing, M. (2013) Development and selection of strategies for improving patient care. In: R. Grol, M. Wensing, M. Eccles & D. Davis, eds., Improving patient care: The implementation of change in health care. pp.167-184, Oxford: Wiley Blackwell/ BMJ Books

Health Foundation/ BMJ Quality & Safety (2014) A collection of key articles. http://www.health.org.uk/publications/bmj-quality-safety-a-collection-of-key-articles/

May, C. (2013) Towards a general theory of implementation. Implementation Science 8:18

Michie, S., M. M. van Stralen and R. West (2011). "The behaviour change wheel: a new method for characterising and designing behaviour change interventions." Implement Sci 6: 42.

Ovretveit, J. (2014) Evaluating Improvement and Implementation for Health. Maidenhead: Open University Press

Tabak, R.G, Khoong, E.C, Chambers, D.A & Brownson, R.C (2012) Bridging research and practice: Models for dissemination and implementation research. American Journal of Preventive Medicine 43 (3) 337-350

Indicative learning resources - Web based and electronic resources

A full list of recommended resources will be available of the University of Exeter’s electronic learning environment (ELE, http://as.exeter.ac.uk/it/systems/ele/)

Module has an active ELE page

Key words search

Implementation Science

Credit value15
Module ECTS

7.5

Module pre-requisites

None

Module co-requisites

None

NQF level (module)

7

Available as distance learning?

No

Last revision date

30/07/2020