21 research outputs found

    Proceedings of the 3rd Biennial Conference of the Society for Implementation Research Collaboration (SIRC) 2015: advancing efficient methodologies through community partnerships and team science

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    It is well documented that the majority of adults, children and families in need of evidence-based behavioral health interventionsi do not receive them [1, 2] and that few robust empirically supported methods for implementing evidence-based practices (EBPs) exist. The Society for Implementation Research Collaboration (SIRC) represents a burgeoning effort to advance the innovation and rigor of implementation research and is uniquely focused on bringing together researchers and stakeholders committed to evaluating the implementation of complex evidence-based behavioral health interventions. Through its diverse activities and membership, SIRC aims to foster the promise of implementation research to better serve the behavioral health needs of the population by identifying rigorous, relevant, and efficient strategies that successfully transfer scientific evidence to clinical knowledge for use in real world settings [3]. SIRC began as a National Institute of Mental Health (NIMH)-funded conference series in 2010 (previously titled the “Seattle Implementation Research Conference”; $150,000 USD for 3 conferences in 2011, 2013, and 2015) with the recognition that there were multiple researchers and stakeholdersi working in parallel on innovative implementation science projects in behavioral health, but that formal channels for communicating and collaborating with one another were relatively unavailable. There was a significant need for a forum within which implementation researchers and stakeholders could learn from one another, refine approaches to science and practice, and develop an implementation research agenda using common measures, methods, and research principles to improve both the frequency and quality with which behavioral health treatment implementation is evaluated. SIRC’s membership growth is a testament to this identified need with more than 1000 members from 2011 to the present.ii SIRC’s primary objectives are to: (1) foster communication and collaboration across diverse groups, including implementation researchers, intermediariesi, as well as community stakeholders (SIRC uses the term “EBP champions” for these groups) – and to do so across multiple career levels (e.g., students, early career faculty, established investigators); and (2) enhance and disseminate rigorous measures and methodologies for implementing EBPs and evaluating EBP implementation efforts. These objectives are well aligned with Glasgow and colleagues’ [4] five core tenets deemed critical for advancing implementation science: collaboration, efficiency and speed, rigor and relevance, improved capacity, and cumulative knowledge. SIRC advances these objectives and tenets through in-person conferences, which bring together multidisciplinary implementation researchers and those implementing evidence-based behavioral health interventions in the community to share their work and create professional connections and collaborations

    Nebivolol for Heart Failure - Compelling Evidence or a Me Too Trial?

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    Student Perceptions of a Self-Care Course Taught Exclusively by Team-based Learning and Utilizing Twitter

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    Objective: To assess student perceptions of the use of team-based learning (TBL) and Twitter in an Introduction to Self-Care course. Methods: A total of 53 pharmacy students enrolled in an Introduction to Self-Care course were asked to complete a survey assessing their perceptions of teaching methods utilized in the course (i.e., TBL and the social media platform Twitter). The survey focused on student perceptions of teamwork, workload, and knowledge gained during the course, as well as the integration of Twitter into the course. A 7-point Likert-type scale was used to assess the students’ responses. Descriptive statistics were used to analyze the results. Results: Overall, 51 (96%) students completed the survey upon completion of the course. When asked if they agreed with the statement, “I prefer traditional lecture style classes over TBL,” the median response was “somewhat disagree.” The median response to the statement “this course prepared me to navigate the clinical decision making process” was “agree.” The median response to the statement, “I enjoyed utilizing Twitter as a communication tool during this course” was “somewhat disagree.” On average, students somewhat disagreed that Twitter was beneficial for their engagement in the class. Conclusions: Overall, TBL and the course were viewed favorably. The survey revealed improvements that need to be made in the course, including increasing the course to three credit hours and reshaping the use of social media to better engage students in discussion beyond the classroom

    Student Perceptions of a Self-care Course Taught Exclusively by Team-based Learning and Utilizing Social Media

    No full text
    Objective: To assess student perceptions of the use of team-based learning (TBL) and Twitter in an Introduction to Self-Care course. Methods: A total of 53 pharmacy students enrolled in an Introduction to Self-Care course were asked to complete a survey assessing their perceptions of teaching methods utilized in the course (i.e., TBL and the social media platform Twitter). The survey focused on student perceptions of teamwork, workload, and knowledge gained during the course, as well as the integration of Twitter into the course. A 7-point Likert-type scale was used to assess the students’ responses. Descriptive statistics were used to analyze the results. Results: Overall, 51 (96%) students completed the survey upon completion of the course. When asked if they agreed with the statement, “I prefer traditional lecture style classes over TBL,” the median response was “somewhat disagree.” The median response to the statement “this course prepared me to navigate the clinical decision making process” was “agree.” The median response to the statement, “I enjoyed utilizing Twitter as a communication tool during this course” was “somewhat disagree.” On average, students somewhat disagreed that Twitter was beneficial for their engagement in the class. Conclusions: Overall, TBL and the course were viewed favorably. The survey revealed improvements that need to be made in the course, including increasing the course to three credit hours and reshaping the use of social media to better engage students in discussion beyond the classroom

    Classroom Methods

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