Table 2 Training characteristics, recruitment, and selection

Straus, S.E., Brouwers, M., Johnson, D. et al. Core competencies in the science and practice of knowledge translation: description of a Canadian strategic training initiative. Implementation Science, 6, 127 (2011). [47]

Average of 30 attendees at summer institute. Graduate students, researchers and trainees from other fields, decision makers

Medium

Stream 1: annual Summer Institute, yearly research meetings, and a research practicum if desired by the trainee

Stream 2: One day, in person

Stream 3: Not listed

In person

Canada

N/A

Meissner HI, Glasgow RE, Vinson CA, Chambers D, Brownson RC, Green LW, Ammerman AS, Weiner BJ, Mittman B. The U.S. training institute for dissemination and implementation research in health. Implementation Science. 2013;8:12. [49]

35 doctoral-level health sciences researchers

Short

5-days

In person

United States

Recruited:

TIDIRH’s call for applications was disseminated through the Office of Behavioral and Social Sciences Research and other NIH listservs containing potentially interested subscribers and announced at the 2011 NIH Conference on the Science of D&I

Selection: Hold a doctoral level degree, have demonstrated experience and expertise in health science, have a D&I research concept to bring to the institute and develop throughout the training

Urquhart, R., Cornelissen, E., Lal, S., Colquhoun, H., Klein, G., Richmond, S., & Witteman, H. O. (2013). A community of practice for knowledge translation trainees: an innovative approach for learning and collaboration. Journal of Continuing Education in the Health Professions, 33(4), 274–281. [53]

123 researchers

Long – Ongoing collaborative

Hybrid

Canada

N/A

Proctor, E. K., Landsverk, J., Baumann, A. A., Mittman, B. S., Aarons, G. A., Brownson, R. C., … & Chambers, D. (2013). The implementation research institute: Training mental health implementation researchers in the United States. Implementation Science, 8(1), 1–12. [54]

10 doctoral-level researchers are selected as fellows each year

Long –

2-year fellowship

Hybrid (2 weeks in person, virtual meetings throughout the year

United States

Recruitment: Information about the IRI and application process is widely disseminated through relevant email distribution lists, listservs, word-of-mouth, and conference announcements

Selection: prior or concurrent experience relevant to IR such as intervention development and/or testing, mental health services research, or study of organizational factors in mental health service delivery; experience writing an NIH, VA, or other federal grant; a strong local mentor in the applicant’s home institution who is supportive of the fellow’s grant writing and scholarly publication (the local mentor need not be an expert in IR, but must have a strong record of NIH or VA funding); and access to a clinic/service setting willing to serve as a pilot site for the fellow’s implementation research

Osanjo, G. O., Oyugi, J. O., Kibwage, I. O., Mwanda, W. O., Ngugi, E. N., Otieno, F. C., … & Kiarie, J. N. (2015). Building capacity in implementation science research training at the University of Nairobi. Implementation Science, 11(1), 1–9. [58]

5 master’s level health sciences professionals each year

Long –

2-years total, including 3-months period where fellow would go to a US University for didactic training

Not listed

Kenya

Recruitment: Hospitals and health care settings across Kenya were recruited to participate in the program

Selection: The selection process was framed to achieve a balanced mix of fellows based on educational background, geographical place of work, and gender. Trainees were to be selected from UON, KNH, and MOH health facilities. The minimum qualification for entry was a Master’s degree. Applicants were required to demonstrate motivation to pursue a career in implementation science, be able to attend training for 2 years if accepted, and provide a letter of support from their organization or institution. Preference was given to early-career applicants and those without established major research funding

Ullrich, C., Mahler, C., Forstner, J. et al. Teaching implementation science in a new Master of Science Program in Germany: a survey of stakeholder expectations. Implementation Science, 12, 55 (2017). [60]

About 20 bachelor’s-level health sciences students can be accepted each year

Long –

2-year full-time Master of Science program in Health Services Research and IS

Not listed

Germany

Selection: Applicants must hold a bachelor degree related to health sciences or health professions and proof of at least basic knowledge in empirical research methods. Students are selected in a two-step process based on grades, practical experience, a motivation letter, and personal interviews

Baldwin, J. A., Williamson, H. J., Eaves, E. R., Levin, B. L., Burton, D. L., & Massey, O. T. (2017). Broadening measures of success: results of a behavioral health translational research training program. Implementation Science, 12(1), 1–11. [62]

12–15 per cohort. Graduate-level (Master’s and doctoral) researchers and behavioral health practitioners

Long –

The graduate certificate program (15 credits) requires four continuous semesters, a total of 18 months, to complete

Hybrid – “Scholars complete online coursework, while also completing their in-person service-learning research project.”

United States

Recruitment: Institute scholars were recruited from health- and social services-related graduate academic disciplines, programs

Selection: Interested applicants applied to the Institute by submitting a personal statement, resume, two letters of recommendation, and official transcripts. Members of the Executive Committee then reviewed the applicants collectively and made final decisions regarding admission to the program

Padek, M., Mir, N., Jacob, R.R. et al. Training scholars in dissemination and implementation research for cancer prevention and control: a mentored approach. Implementation Science, 13, 18 (2018). [81]

12 doctoral-level early to mid-career, cancer control researchers

Long –

2-year fellowship

Hybrid- Fellows attended a 5-day summer institute at Washington University in St. Louis to receive didactic, group, and individual instruction on their research area of interest as it pertains to D&I science. Ongoing mentoring relationships occurred over the 2 years of the program, complemented by intermittent webinar sessions with topics chosen by the fellows themselves

United States

Recruitment: Emails were sent out through various listservs, flyers were made available at conferences, networking

Selection: Applicants must have a full-time appointment in a US or international based research setting and a research focus on cancer control. Faculty scored each application based on eight questions regarding overall quality, demonstrated commitment to D&I science, demonstration of experience working in transdisciplinary networks, evidence of research support and potential, likelihood for career development, appropriate methods in concept paper, appropriate topic in concept paper, and potential impact of the work proposed

Moore, J. E., Rashid, S., Park, J. S., Khan, S., & Straus, S. E. (2018). Longitudinal evaluation of a course to build core competencies in implementation practice. Implementation Science, 13, 1–13. [64]

17 participants enrolled in the PKT course. Participants included implementation researchers, healthcare professionals, project and grant collaborators, participants of previous KT training initiatives

Medium – 6 months program including 3-day in person workshop

Hybrid –

Delivered over 6 months and included a 3-day in-person workshop and 11 synchronous webinars. Instructors used interactive, large-group lectures to present KT theories, models, frameworks, and how to apply these in practice

Canada

Recruitment: The PKT course was advertised between using recruitment emails shared with the course developers’ circle of contacts. Recruitment ads were posted in online forums and newsletters

Selection: Application describing their roles, previous experience with implementation, and their interest in participating in PKT. They were also asked to describe project(s) they worked on, their learning goals, and anticipated benefits of participating in PKT. Two course developers reviewed the 19 applications received to assess alignment of the course objectives with applicants’ learning goals and interest in participating, scope and relevance of the identified project(s), and applicants’ position to impact healthcare outcomes

Ramaswamy, R., Mosnier, J., Reed, K., Powell, B. J., & Schenck, A. P. (2019). Building capacity for Public Health 3.0: introducing implementation science into an MPH curriculum. Implementation Science, 14(1), 1–10. [65]

Total enrollment of 142, of whom 127 have been master’s-level students in the school of public health. The primary target audience for these courses was a cohort of MPH students enrolled in a newly created online MPH program

Medium – semester long courses

Online –Semester long courses were all delivered online with a mix of asynchronous and synchronous content

United States

Students were recruited from existing Master’s in Public Health program at the University of North Carolina

Shete, P. B., Gonzales, R., Ackerman, S., Cattamanchi, A., & Handley, M. A. (2020). The University of California San Francisco (UCSF) training program in implementation science: program experiences and outcomes. Frontiers in Public Health, 8, 94. [82]

Between 2008 and 2015, 71 students completed the in person certificate program. Between 2016–2017, 13 students completed the online Certificate Program

Long—Six, 10 week (equivalent to an academic quarter) long courses

In person and Virtual—The original training program was delivered in an in-person format. In 2016, we introduced an online format for the 6 courses

United States

N/A

Davis, R., Mittman, B., Boyton, M., Keohane, A., Goulding, L., Sandall, J., … & Sevdalis, N. (2020). Developing implementation research capacity: longitudinal evaluation of the King’s College London Implementation Science Masterclass, 2014–2019. Implementation Science Communications, 1(1), 1–13. [68]

501 delegates have attended the Implementation Science Masterclass. Open to all individuals interested in the application of IS, irrespective of their professional background, where they fall on the career trajectory, or their expertise

Short – 2-days

In person, balance of didactic lectures and interactive workshops

United Kingdom

N/A

Black, A. T., Steinberg, M., Chisholm, A. E., Coldwell, K., Hoens, A. M., Koh, J. C., … & Snow, M. E. (2021). Building capacity for implementation—the KT Challenge. Implementation Science Communications, 2, 1–7. [83]

To date, 24 teams have been funded across 4 cohorts, comprising 185 health care professionals (HCPs). Participants have included a wide range of HCPs involving 23 types of practitioners working within a range of practice settings

Long – 2-years of funding to accomplish practice change

Hybrid, two half-day in person workshops paired with online resources, mentorship, and funding

Canada

Recruitment: The KT Challenge program was implemented at two health organizations in British Columbia, Canada, and offered to all HCPs employed at the organizations

Selection: In the letter of interest (LOI), teams identify the practice change they want to implement, document the need for this change in their practice context, and summarize evidence of its effectiveness. The LOIs are formatively reviewed and, in keeping with the capacity building approach of this program, revisions are suggested when required

Friedman, D. B., Escoffery, C., Noblet, S. B., Agnone, C. M., & Flicker, K. J. (2021). Building capacity in implementation science for cancer prevention and control through a research network scholars program. Journal of Cancer Education, 1–10. [84]

20 individuals were selected for year 1 of the program. Participants included students (undergraduate through doctoral), postdoctoral fellows, junior faculty, practitioners, and health professionals in the United States

Medium – 9-months

Hybrid—The program is self-paced with some synchronous meetings, including a kickoff meeting, planned webinars with all scholars, and a closing meeting. Scholars work on their projects and either curriculum—NCI’s D&I modules or CPCRN’s PPHEA program. They also are invited to collaborate with a CPCRN workgroup, attend the annual CPCRN meeting

United States

Recruitment: An email call for applications which was sent to members of the the Cancer Prevention and Control Research Network (CPCRN) Steering Committee with a request to distribute the email and link to the electronic application form. Steering Committee members distributed the email via student listservs at their home institutions

Selection: Workgroup project co-directors assigned two reviewers to each application. The review form was guided by the scholar application questions and rated applications on the following criteria using 1 = excellent, 2 = fair, and 3 = poor. Applicants were rated on the following: Evidence of interest in cancer prevention and D&I, clear description of and feasibility of proposed project, goals, and activities, how proposed goals and activities contributed to diversity of the training program, proposed goals, activities, and project fit with CPCRN workgroup and efforts

Vroom, E. B., Albizu-Jacob, A., & Massey, O. T. (2021). Evaluating an implementation science training program: impact on professional research and practice. Global Implementation Research & Applications, 1, 147–159. [85]

Over 90 students have been trained since 2013. Scholars include undergraduate and graduate students from various disciplines as well as current researchers and professionals (i.e., non-degree seeking individuals) working in community settings. Participants include scholars from multiple health and social science disciplines

Long—The program is completed over four consecutive semesters (2-years) and requires scholars to complete 15 credits hours: three online courses (three credits per course) and three service-learning courses (two credits per course)

Hybrid – the Institute for Translational Research Education in Adolescence Drug Abuse (ITRE) requires three online courses and three service-learning courses with in-person seminars and workshops

United States

N/A

Rogal, S. S., Jonassaint, C., Ashcraft, L., Freburger, J., Yakovchenko, V., Kislovskiy, Y., … & Chinman, M. (2022). Getting To Implementation (GTI)-Teach: A seven-step approach for teaching the fundamentals of implementation science. Journal of Clinical and Translational Science, 6(1), e100. [72]

13 students enrolled. This course was offered through the University of Pittsburgh’s Institute for Clinical Research and Education (ICRE) within the Clinical and Translational Science Institute (CTSI), and was intended for students, trainees, and faculty from across the University seeking an introduction to IS

Short – 4-weeks

Online, synchronous sessions that were a mixture of didactic lectures, feedback from instructors on projects, and interactive sessions

United States

Recruitment: The course was advertised through the Institute of Clinical Research Education (ICRE) website and discussed during meetings of the University of Pittsburgh’s Dissemination and Implementation Science Collaborative (Pitt DISC)

Selection: Participants registered in advance for the course, with a cap of 15 attendees

Miyamoto, K., Okamoto, R., Koide, K., & Shimodawa, M. (2024). Effect of web-based training on public health nurses’ program implementation capacity: a randomized controlled trial. BMC Nursing, 23(1), 678. [76]

197 public health nurses working full time at public health offices with two to five years of experience

Short – 4 online modules that were 30 min each (2 h total)

Online, self-paced modules

Japan

Recruitment: To solicit participation, survey documents were sent by mail to 53 prefectural health centers, 123 health centers controlled by government-designated cities or major cities, and 138 municipal health centers in the Kansai, Chubu, and Chugoku regions of Japan in mid-October 2022. Additionally, booklets outlining this study were sent so that PHNs could apply for participation based on fully comprehending the study

Selection: Participants were selected from PHNs working full-time at public health offices with two to five years of experience who were not on sick, maternal, or parental leave

Rakhra, A., Hooley, C., Fort, M. P., Weber, M. B., Price, L., Nguyen, H. L., … & Baumann, A. A. (2024). Training in eight low-and middle-income countries: lessons learned from a pilot study using the WHO-TDR dissemination and implementation massive open online course. Frontiers in Health Services, 3, 1,217,619. [86]

247 Non-communicable diseases (NCDs) investigators in low and middle income countries (LMICs)

N/A

Online – Massive open online course

Multiple low and middle income countries (LMICs)

Recruitment: A recruitment email invited anyone interested in the MOOC with a brief description of the course, timeline and expectations

Selection: There were no inclusion or exclusion criteria. Participants were invited from the Global Research on Implementation and Translation Science (GRIT) Consortium and from GRIT members networks through snowball sampling

Stevens, K. R., De La Rosa, E., Ferrer, R. L., Finley, E. P., Flores, B. E., Forgione, D. A., … & Wooten, K. C. (2021). Bootstrapping implementation research training: A successful approach for academic health centers. Journal of Clinical and Translational Science, 5(1), e168. [78]

63 faculty scientists and clinical partners from Texas CTSA

hubs

Short –2-day workshop

Hybrid – in person 2-day training and online NIH/NCI online program as foundational knowledge for the training

United States

Recruitment: Faculty from all four Texas Clinical and Translational Science Awards (CTSAs) were invited

Selection: N/A

Villemin, R., Dagenais, C., & Ridde, V. (2024). Evaluative study of a MOOC on knowledge translation in five French-speaking countries. Plos One, 19(4), e0299923. [87]

In 2021, 923 people out of 2,007 indicated at the start of MOOC 1 that they intended to complete all the proposed activities and potentially also request the attestation of completion. Four months later, as of January 17, 2022, 323 people had obtained the attestation

N/A

Online – Self-paced massive open online course (MOOC) format

Several, including Canada, France, and three West African countries (Mali, Senegal, and Burkina Faso)

Recruitment: The MOOCs are brought to the attention of the public through their dissemination on social networks (Twitter, Facebook). The RENARD team and its partners bring together hundreds of researchers in a dozen countries around the world, all of whom have been invited to participate and relay the information

Selection: N/A