From: Longitudinal evaluation of a course to build core competencies in implementation practice
• Compare KT concepts and terminology with terminology from other fields (e.g., change management, quality improvement, project management) to highlight where the concepts relate/differ.
• Course places more emphasis on targeting individual change than change at an organization or system level.
• Reinforce some concepts and provide additional opportunities to practice and receive feedback on certain concepts (e.g., mapping, developing logic models, and motivational interviewing).
• Provide more training on developing skills and best practices related to facilitation others in the use of implementation TMFs.
• Balance level of detail consistently across different topics areas (e.g., course spent more time on implementation but less time on dissemination, evaluation, and sustainability).
• Consider introducing evaluation and sustainability earlier to start thinking about how to plan for these in the beginning.
• Use one example throughout to help consolidate understanding; also have diversity of examples so there is a balance between clinical, public health, and policy level examples
Webinars, activities and assignments
• Increase engagement of participants during webinars by having each participant take turns in sharing an overview or examples from their own projects, present a recap of a topic area, share thoughts on assigned readings, or share rationale behind answers during webinar activities
• Increase opportunities to interact with other participants via online learning platform, Canvas, by including group assignments where participants have the option of pairing up or working in small groups on some assignments, increase facilitated discussion posts where participants are asked to reflect on a specific topic or reading
• Share reminders/prompts about webinar and assignment schedule including specific dates during each webinar and on Canvas.
• Establish and maintain community of practice among course participants to share resources, support, project success stories, and lessons learned beyond the end of the course.
• Have more structured implementation facilitation and systematic way of supporting learners by identifying a facilitator at the beginning of the course and clarify facilitator’s role to ensure regular/periodic facilitation support throughout the duration of the course, having designated time to meet with facilitator during in-person workshop to describe project and gain specific guidance on applying content, shifting office hours to scheduled facilitation sessions to increase participants’ likelihood of accessing facilitation support.
• Have follow-up check-in support 1 year post-course.