Evidence map›Paper›PMID 25911282›Full record

ReviewMedical education online2015

What are the implications of implementation science for medical education?

David W Price, Dianne P Wagner, N Kevin Krane, Steven C Rougas, Nancy R Lowitt, Regina S Offodile, L Jane Easdown, Mark A W Andrews, Charles M Kodner, Monica Lypson and 1 more

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in Medical education online, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 28 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
28citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

28 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Palliative Oncologic Care Curricula for Providers in Resource-Limited and Underserved Communities: a Systematic Review.Journal of cancer education : the official journal of the American Association for Cancer Education · 2019
    Pooled it
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

David W PriceAmerican Board of Medical Specialties Research and Education Foundation, Chicago, IL, USA.
Dianne P WagnerDepartment of Medicine, College of Human Medicine, Michigan State University, Lansing, MI, USA.
N Kevin KraneDepartment of Medicine, Tulane University School of Medicine, New Orleans, LA, USA.
Steven C RougasDepartment of Emergency Medicine, Alpert Medical School of Brown University, Providence, RI, USA.
Nancy R LowittDepartment of Medicine, University of Maryland School of Medicine, Baltimore, MD, USA.
Regina S OffodilePamela C. Williams Clinical Skills and Medical Simulation Center, Meharry Medical College, Nashville, TN, USA.
L Jane EasdownDepartment of Anesthesiology, Vanderbilt University Medical Center, Nashville, TN, USA.
Mark A W AndrewsDepartment of Preclinical Medical Education, The Lake Erie College of Osteopathic Medicine at Seton Hill, Greensburg, PA, USA.
Charles M KodnerDepartment of Family and Geriatric Medicine, University of Louisville School of Medicine, Louisville, KY, USA.
Monica LypsonDepartment of Internal Medicine, University of Michigan School of Medicine, Ann Arbor, MI, USA.
Barbara E BarnesContinuing Medical Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundDerived from multiple disciplines and established in industries outside of medicine, Implementation Science (IS) seeks to move evidence-based approaches into widespread use to enable improved outcomes to be realized as quickly as possible by as many as possible.

methodsThis review highlights selected IS theories and models, chosen based on the experience of the authors, that could be used to plan and deliver medical education activities to help learners better implement and sustain new knowledge and skills in their work settings.

resultsIS models, theories and approaches can help medical educators promote and determine their success in achieving desired learner outcomes. We discuss the importance of incorporating IS into the training of individuals, teams, and organizations, and employing IS across the medical education continuum. Challenges and specific strategies for the application of IS in educational settings are also discussed.

conclusionsUtilizing IS in medical education can help us better achieve changes in competence, performance, and patient outcomes. IS should be incorporated into curricula across disciplines and across the continuum of medical education to facilitate implementation of learning. Educators should start by selecting, applying, and evaluating the teaching and patient care impact one or two IS strategies in their work.

Indexed as

Diffusion of InnovationClinical CompetenceCommunicationCurriculumEducation, MedicalHumansInterprofessional RelationsLearningOrganizational CulturePatient Care TeamTranslational Research, Biomedicaldissemination and implementationeducational continuumevidence translation

Identifiers

PMID25911282
PMCPMC4409632

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.