Implementation Science
| Module title | Implementation Science |
|---|---|
| Module code | HPDM058 |
| Academic year | 2022/3 |
| Credits | 15 |
| Module staff | Professor Rob Anderson (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 5 |
| Number students taking module (anticipated) | 16 |
|---|
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
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 activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 29 | 121 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning & teaching activities | 15 | Synchronous 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 activities | 14 | Synchronous 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 study | 76 | Web-based learning, resource gathering, and in-depth reading during the period of module delivery |
| Guided independent study | 45 | Preparation and writing of assignment. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Case-based discussions | Various and ongoing | 1, 3, 4 | Verbal |
| Small group projects | Various and ongoing | 1, 2, 4 | Verbal |
| Student presentations (Individual) | 15 mins (5-10 minute individual presentation via MS-Teams plus group discussion) | 1-6 | Verbal |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Implementation strategy essay | 100 | 3000 words | 1-6 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Implementation strategy essay (3000 words) | Re-submission of implementation strategy essay (3000 words) | 1-6 | Typically 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.
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/)
| Credit value | 15 |
|---|---|
| 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 |
