Table 1 Scope of education and training manuscripts
Issue | Likely to be accepted | Likely to be rejected |
|---|---|---|
Field of interest | Health care and population health | Anything else |
Effectiveness studies | Evaluated the effectiveness of an intervention targeted to build capacity in the science or practice of implementation. Examples include studies evaluating implementation coaching, knowledge brokers, graduate curricula in implementation science, or continuing professional development courses in implementation | Evaluating the effectiveness of a patient education intervention |
We are interested in studies that use quantitative and/or qualitative methods to evaluate impact | ||
Process evaluations | Submitted with or following the report of intervention effectiveness as described above | Submitted without main intervention effectiveness paper |
Training and educational intervention development reports | Prepared and submitted prior to the reporting of the effectiveness of the capacity building intervention | Description of a graduate course in theory without description of its development |
Description of a graduate course that is not going to be rigorously evaluated | ||
Developed using rigorous empirical and/or theoretical approaches | ||
Reports of measurement tools | Described the development and validation of a measurement tool to assess the impact of a capacity building initiative in the science and/or practice of implementation | Development of a measurement tool without validation or description of empirical methods used to develop it |
Protocols | Described evaluation of a capacity building initiative in the science and/or practice of implementation | Protocol that has not been peer reviewed by a nationally recognised funding agency |
Peer reviewed by a nationally recognised research agency | ||
Received ethics review board approval | ||
Submitted prior to data cleaning or analysis | ||
Reports of development/evaluation of competencies | Described rigorous development of core competencies for implementation coach or scientist | No explicit methods used to develop core competencies |
No plan to evaluate competency-based intervention |