Table 3 Characteristics of capacity building interventions for a combination of researchers, practitioners, and/or practitioners-in-training
Country | Participants | Core components | Training objectives | Measurement | Outcomes | |
|---|---|---|---|---|---|---|
Carlfjord et al., 2017 [23] | Sweden | Researchers, allied health professionals | Didactic activities, knowledge sharing | To build understanding of implementation theory and practice in healthcare | Post-test survey | ↑ knowledge; high satisfaction with program |
Galaviz et al., 2016 [24] | USA, Mexico, and India | Mid-career professionals, researchers, and public health workers | Didactic activities, mentorship and expert consultation, practical activities | To build implementation capacity in LMICs | Pre-post survey at baseline and completion; total projects developed | ↑ confidence in implementation research and leadership; development of 53 collaborative implementation projects |
Li et al., 2019 [25] | USA | Researchers, practitioners, QI experts, community stakeholders | Mentorship and expert consultation, practical application activities, knowledge sharing activities | To foster a learning collaborative related to D&I capacity | Total implementation teams formed | Formation of 26 teams collaborating on implementation projects |
Morrato et al., 2015 [26] | USA | Researchers, healthcare professionals/public health workers, graduate students | Didactic activities, mentorship and expert consultation, knowledge sharing activities | To adapt national D&I training programs and foster a local learning community | Pre-post survey at baseline, 1-week post, and 6-months post | ↑ knowledge of D&I; ↑ development of D&I grants, papers, and projects |
Norton 2014 [27] | USA | Researchers and public health students | Didactic activities, mentorship and expert consultation | To teach public health students and academic researchers about D&I | Post-test survey | ↑ knowledge and confidence with D&I; high satisfaction with collaborative learning approach |
Park et al., 2018 [28] | Canada | Healthcare professionals, researchers, managers | Didactic activities, mentorship and expert consultation, practical application | To build capacity for KT practice | Pre-post survey at baseline, 6-, 12-, 18-, and 24-months; interviews and focus groups | ↑ self-efficacy, confidence, and knowledge in KT principles ↑ implementation of KT principles in practice |
Ramaswamy et al., 2020 [29] | South Africa | Public health students and public health workers | Didactic activities, mentorship and expert consultation, practical application activities, knowledge sharing activities | To build implementation capacity in South Africa | Post-test survey; interviews | Reports of high satisfaction among participants |
Straus et al., 2011 [30] | Canada | Researchers, healthcare professionals, graduate students | Didactic activities, mentorship and expert consultation, practical application activities, knowledge sharing activities | To build capacity in science and practice of KT | # of attendees | No data yet other than # of summer institute attendees (n = 90) |