What are the implications of implementation science for medical education?
BACKGROUND
Derived 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.


METHODS
This 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.


RESULTS
IS 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.


CONCLUSIONS
Utilizing 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.
American Board of Medical Specialties Research and Education Foundation, Chicago, IL, USA.|The Colorado Permanente Medical Group, Denver, CO, USA.|Department of Family Medicine, University of Colorado School of Medicine, Denver, CO, USA; dprice@abms.org.
David W
DW
Price
Department of Medicine, College of Human Medicine, Michigan State University, Lansing, MI, USA.
Dianne P
DP
Wagner
Department of Medicine, Tulane University School of Medicine, New Orleans, LA, USA.
N Kevin
NK
Krane
Department of Emergency Medicine, Alpert Medical School of Brown University, Providence, RI, USA.
Steven C
SC
Rougas
Department of Medicine, University of Maryland School of Medicine, Baltimore, MD, USA.
Nancy R
NR
Lowitt
Pamela C. Williams Clinical Skills and Medical Simulation Center, Meharry Medical College, Nashville, TN, USA.|Division of Clinical Skills and Competencies, Department of Medical Education, Meharry Medical College, Nashville, TN, USA.
Regina S
RS
Offodile
Department of Anesthesiology, Vanderbilt University Medical Center, Nashville, TN, USA.
L Jane
LJ
Easdown
Department of Preclinical Medical Education, The Lake Erie College of Osteopathic Medicine at Seton Hill, Greensburg, PA, USA.
Mark A W
MA
Andrews
Department of Family and Geriatric Medicine, University of Louisville School of Medicine, Louisville, KY, USA.
Charles M
CM
Kodner
Department of Internal Medicine, University of Michigan School of Medicine, Ann Arbor, MI, USA.|Graduate Medical Education, University of Michigan School of Medicine, Ann Arbor, MI, USA.
Monica
M
Lypson
Continuing Medical Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.|Continuing Education and Industry Support, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.
Barbara E
BE
Barnes
D002983:Clinical Competence; D003142:Communication; D003479:Curriculum; D004059:Diffusion of Innovation; D004501:Education, Medical / Q000458:organization & administration*; D006801:Humans; D007400:Interprofessional Relations; D007858:Learning; D015279:Organizational Culture; D010348:Patient Care Team / Q000458:organization & administration; D057170:Translational Research, Biomedical / Q000458:organization & administration*
dissemination and implementation; educational continuum; evidence translation