Dissemination and Implementation Research in Health (CLSC 7653)
| Overview | An introduction to dissemination and implementation (D&I) research and practice in the context of health (i.e., translational research in health). | | Instructor | Borsika Rabin, PhD, MPH, PharmD and Christina Studts, PhD, MSPH, LCSW | | Meeting Time | View Course Schedule By Semester | | Semester | Fall Semester (last week of August through first week of December) | | Format | Fully online, using a combination of real-time video conferences and self-guided study. | | Capacity | 15 students | | Semester Hours | 3 | | Key Topics | The importance and language of D&I science; D&I designs, methods, and measures; differences and
similarities across clinical, public health, and policy settings; tools to guide D&I research and practice; and emerging D&I science areas. |
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| | | LEARNING OBJECTIVES AND COMPETENCIES | The course addresses a number of beginner and intermediate Dissemination and Implementation Science competencies,1,2 including knowledge of: | - Key theories, models, and frameworks for D&I
- How to identify, adapt, and combine D&I theories, models, and frameworks for a research or quality improvement project
- How D&I outcomes differ from health services research outcomes | - How to integrate D&I theories, models, and frameworks into a proposal (background, methods, measures, analyses, and implications)
- Strategies to document and balance adaptations and fidelity
- How D&I science applies to various clinical and public health settings | This course addresses select Basic Public Health Skills (BPHS) and meets competencies for multiple University of Colorado graduate school programs:
Clinical Sciences Program (CLSC), Health Services Research Program (HSR), and Community Behavioral Health and Education (CBHE). | | 1Padek et al. Implementation Science, 2015 and 2Tabak et al. Am J Prev Med, 2017 |
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| | | EXPECTATIONS OF STUDENTS | Students must attend 90% of real-time classes, complete self-study assignments, and participate in discussions. This course is reading-intensive; students must read all assigned materials and be ready to discuss these during class. Required readings, reflections, self-study and written assignment time averages 5-10 hours per week for most students. | | ASSIGNMENTS | Evaluation is based on contribution to the discussion in both real time and virtually; weekly reflections and written assignments; and a final written report and oral presentation of a D&I project proposal. We encourage coming into the class with a D&I project idea. Project idea examples include, but are not limited to: theoretical research, quality improvement projects, NIH career development awards, and small NIH research proposals. | FAVORITE READINGS FROM CLASS | Students' top picks for readings from Fall 2021 and Fall 2022 Fall 2021 -- click HERE Fall 2022 -- click HERE |
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Designs and Mixed Methods in Implementation Research (CLSC 6560)
| | | | Overview | This course provides an in-depth examination of study designs, and qualitative, quantitative, and mixed Methods approaches to dissemination and implementation (D&I) research. The focus is on application to health care and public health settings. | | Instructor | Jodi Holtrop, PhD | | Meeting Time | View Course Schedule By Semester | | Semester | Spring | | Format | Fully online - Includes lecture, discussion, group activities, testing, and presentation. | | Capacity | 15 students | | Semester Hours | 3 (beginning spring 2023) |
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| | | LEARNING OBJECTIVES AND COMPETENCIES | The course addresses a number of Dissemination and Implementation Science competencies1,2. At the end of the course, learners will be able to: | - Describe the major pragmatic, comparative effectiveness and hybrid designs and how they apply to D&I research studies.
- Identify appropriate methods and designs for different types of research questions and desired outcomes.
- Explain why and how mixed methods designs may be used in health-related research.
- Complete a D&I methods section for a research proposal applying concepts learned in the course. | | To prepare students to perform state of the art translational research, this course addresses the following clinical science competencies: | - Apply and use appropriate study designs and methods to address research questions/hypotheses
- Design and conduct research studies
- Prepare and submit grant proposals | - Publish research-based manuscripts to peer-reviewed journals
- Participate in interdisciplinary collaboration
- Identify and measure clinically relevant and meaningful
outcomes | | 1Padek et al. Implementation Science, 2015 and 2Tabak et al. Am J Prev Med, 2017 |
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| | EXPECTATIONS OF STUDENTS | There are no specific prerequisites, however, students are STRONGLY recommended to have
had coursework in both quantitative and qualitative research methods. Students should have an interest in research design for real world settings and completing a dissemination and implementation (D&I) research proposal. Completion of the introductory course, CLSC 7653 Dissemination and Implementation Research in Health, is helpful, but not required. | | ASSIGNMENTS | Evaluation is based on contribution to the discussion in both real time and virtually; completion of a pragmatic study methods section following the NIH template for proposals; group discussion/instruction sharing including leading a specific topic; study designs and mixed methods evaluations twice during semester; and article evaluations using a 13 step process. |
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Designing for Dissemination and Sustainability (CLSC 6750)
| Overview | This course provides an introduction to designing for dissemination and sustainability of health interventions in clinical and translational research and practice. Students learn about design-thinking processes and diagnosing the situational context. Students conduct key informant ‘discovery interviews’ with stakeholders to inform the design of a health dissemination product of their choosing. Evaluation is based on a final oral presentation and written report summarizing stakeholder learning and justification for the design of a dissemination product.
| | Instructor | Bethany Kwan, PhD MSPH | | Meeting Time | View Course Schedule By Semester | | Semester | Fall | | Format | Fully online - Includes lecture, discussion, group activities, testing, and presentation. | | Capacity | 15 students | | Semester Hours | 2 |
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| | | LEARNING OBJECTIVES AND COMPETENCIES | This course introduces students to concepts affecting the dissemination and sustainability of health interventions in clinical and translational research and practice. Students learn design-thinking processes, conduct customer discovery interviews with stakeholders, and develop a plan for a health dissemination product of their choosing. At the end of this course, students will be able to: | - - Identify and explain concepts affecting the dissemination and sustainability of health interventions in clinical and translational research and practice –
- Employ design-thinking processes for their product/intervention | - Conduct customer discovery interviews with stakeholders –
- Develop a plan for a health dissemination product/intervention/service |
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| | | EXPECTATIONS OF STUDENTS | This 2-credit course equates to ~15 contact hours of lecture or equivalent online content (approximately 1.5 hours/week). The course schedule includes recorded online lecture material, asynchronous discussion boards in the Canvas learning management system, and required live Zoom-based class discussions. In addition, students should expect to spend 8 or more hours per week outside of class, completing readings and conducting field work (20 key informant ‘customer discovery’ interviews with stakeholders) | | ASSIGNMENTS | Completion of weekly written assignments (due each Sunday night) and participation in Zoom sessions and Canvas discussion board will account for half of the course grade. Student assessment for this course corresponds with weekly written assignments including number of interviews completed, class discussion of the stakeholder learning process; oral presentation synthesizing stakeholder learning as the basis for the D4D proposal; and a written report of the proposed D4D plan and self-reflection of the design process. |
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Context and Adaptation in Dissemination & Implementation Research
| | | | Overview | This course covers concepts, frameworks, and methods for understanding and assessing the context and guiding adaptations as relevant to dissemination and implementation (D&I) health research and practice. | | Instructor | Christina Studts, PhD, MSPH, LCSW, and Borsika Rabin, PhD, MPH, PharmD | | Meeting Time | View Course Schedule By Semester | | Semester | Spring | | Format | Fully online, using a combination of real-time video conferences and self-guided study | | Capacity | 15 students | | Semester Hours | 2 | | Key Topics | Topics include the importance of context and key multilevel contextual factors such as policy, history, and organizational climate; types of adaptations (cultural, local); how to conceptualize and assess both context and adaptations; selected tools for D&I research and practice; and emerging and future issues related to context and adaptation. |
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| | | LEARNING OBJECTIVES AND COMPETENCIES | The course addresses a number of beginner and intermediate Dissemination and Implementation Science competencies.1,2 By the end of this course, learners will: | - Develop understanding and skills for assessing multi-level and contextual issues in dissemination and implementation research
- Learn to assess, guide, and balance adaptations with fidelity | - Learn to adapt interventions, implementation strategies, and research methods to low resource settings and populations
- Recognize the role of dissemination and implementation science in advancing health equity | This course also addresses select Clinical Sciences Program (CLSC) competencies, including learning to:
• Critically appraise existing literature and sources of information
• Apply evidence-based practice principals
• Provide constructive reviews and feedback to colleagues
• Demonstrate effective communication and leadership skills
• Apply and use appropriate study designs and methods to address research questions/hypotheses | | 1Padek et al. Implementation Science, 2015 and 2Tabak et al. Am J Prev Med, 2017 |
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| | EXPECTATIONS OF STUDENTS | CLSC 7653 Introduction to D&I Research in Health is a prerequisite. Interested students who have not completed CLSC 7653 should contact the course directors to discuss the appropriateness of the course. Students are required to attend classes, complete all assignments, and participate in discussions. This course is reading-intensive; students are expected to read all assigned materials prior to class and be ready to discuss these on Canvas and during class.
| | ASSIGNMENTS | Evaluation is based on weekly written reflections on assigned readings; five written assignments addressing context, fit, and adaptations to evidence-based interventions; presentation of a research case study; and class attendance and participation. |
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Getting your Implementation Science Grants Funded (CLSC 6770)
| Overview | This course provides an in-depth examination of issues in submitting successful grant proposals in dissemination and implementation (D&I) research. Students will read, summarize, and discuss relevant articles; personalize and advance their research proposals using interactive on-line resources; reflect on key points of faculty presentations; review successful grant examples; and draft key grant sections. | | Instructor | Russell Glasgow, PhD and Ross Brownson, PhD | | Meeting Time | View Course Schedule By Semester | | Semester | Summer | | Format | Fully online - Using a combination of real-time video conferences, interactive aids and resources, instructor and peer feedback, and self-guided study. | | Capacity | 12 students | | Semester Hours | 2 |
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| | | LEARNING OBJECTIVES AND COMPETENCIES | The course addresses a number of intermediate Dissemination and Implementation Science competencies1,2, including knowledge of: | - Getting proposals in D&I research funded
- Identifying adequate extent and depth of stakeholder engagement
- Cost and economic issues from different stakeholder perspectives
- Illustrating the importance of external validity and generalization
- Demonstrating use of PRECIS and hybrid design models | - Understanding and measuring context
- Integrating D&I theory throughout a proposal
- How D&I outcomes are different than health service outcomes
- Communicating how D&I is different from other types of research | This course addresses select Basic Public Health Skills (BPHS) and meets competencies for multiple University of Colorado graduate school programs:
Clinical Sciences Program (CLSC), Health Services Research Program (HSR), and Community Behavioral Health and Education (CBHE). | | 1Padek et al. Implementation Science, 2015 and 2Tabak et al. Am J Prev Med, 2017 |
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| | | EXPECTATIONS OF STUDENTS | Students must attend 90% of real-time classes, complete self-study and use of interactive tools assignments, and participate in discussions. Students must read all assigned materials and be ready to discuss these during class. Required readings, reflections, self-study and written assignment time averages 5-10 hours per week for most students. | | ASSIGNMENTS | Evaluation is based on contribution to the discussion in both real time and virtually; weekly reflections and written assignments; and periodic written section of a grant proposal and oral presentation of a D&I project proposal. We encourage coming into the class with a D&I project idea. Project idea examples include, but are not limited to: experimental D&I research, examination of contextual factors and natural experiments, quality improvement projects, NIH career development awards, and small NIH research proposals. |
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Advanced Topics in Dissemination & Implementation Science (CLSC 6850)
| Overview | This interactive research seminar course provides an overview of intermediate and advanced dissemination and implementation (D&I) science research methods in small group discussions, allowing for dialogue among students at various stages of training with junior and senior D&I faculty members. | | Instructor | Amy G. Huebschmann, MD, MS | | Meeting Time | View Course Schedule By Semester | | Semester | Fall Semester (last week of August through first week of December) and Spring Semester) third week of January through second week of May) | | Format | Fully online, using a combination of real-time video conferences, self-guided study, and faculty guest
lectures on D&I grant proposals and other topics. | | Capacity | 10 students | | Semester Hours | 1 | | Key Topics | Discussions include critiques of research works-in-progress, planned D&I grant proposals, and
journal club-style discussions of published D&I manuscripts. |
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| | | LEARNING OBJECTIVES AND COMPETENCIES | The course addresses a number of beginner and intermediate Dissemination and Implementation Science competencies1,2, including knowledge of: | - Applying D&I theories, models, and frameworks to a research proposal
- Strengths and limitations of key D&I Research Design options: stepped wedge, natural experiments, adaptive and SMART designs
- How D&I frameworks measure context at multiple socio-ecologic levels | - Integrating D&I theories, models, and frameworks into a proposal (background, analyses, and implications)
- Strengths and weaknesses of causal modeling approaches and methods to identify mechanisms of change in D&I science
- Strategies to document and balance adaptations and fidelity
- Using pragmatic measurements in D&I science | This course addresses select Basic Public Health Skills (BPHS) and meets competencies for multiple University of Colorado graduate school programs:
Clinical Sciences Program (CLSC), Health Services Research Program (HSR), and Community Behavioral Health and Education (CBHE). | | 1Padek et al. Implementation Science, 2015 and 2Tabak et al. Am J Prev Med, 2017 |
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| | EXPECTATIONS OF STUDENTS | Weekly attendance is expected and students must prepare to discuss assigned reading.
Incoming students should have some works-in-progress data from a D&I, health services research, or quality improvement
project to present for one of their oral research presentations. Required readings, online discussion posts, and class attendance
average 3 hours per week, with additional time for oral presentations and written peer critiques. | ASSIGNMENTS | Evaluation is based on attendance, contribution to group discussion (in-person and online), presentations, and
critiques. Assignments include weekly reading of journal article and grant aims page, two presentations (journal article critique
and research overview), structured critiques of two peer presentations, and posting of weekly reflections. |
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