title: Building and executing a research agenda toward conducting implementation science in medical education.
abstract: BACKGROUND
  Implementation science (IS) is the study of methods that successfully integrate best evidence into practice. Although typically applied in healthcare settings to improve patient care and subsequent outcomes, IS also has immediate and practical applications to medical education toward improving physician training and educational outcomes. The objective of this article is to illustrate how to build a research agenda that focuses on applying IS principles in medical education.
  
  
  METHODS
  We examined the literature to construct a rationale for using IS to improve medical education. We then used a generalizable scenario to step through a process for applying IS to improve team-based care.
  
  
  CONCLUSIONS
  IS provides a valuable approach to medical educators and researchers for making improvements in medical education and overcoming institution-based challenges. It encourages medical educators to systematically build upon the research outcomes of others to guide decision-making while evaluating the successes of best practices in individual environments and generate additional research questions and findings.
  
  
  CONCLUSIONS
  IS can act as both a driver and a model for educational research to ensure that best educational practices are easier and faster to implement widely.
authors: Department of Family Medicine, Oregon Health & Science University School of Medicine, Portland, OR, USA.|Department of Public Health & Preventive Medicine, Oregon Health & Science University School of Medicine, Portland, OR, USA; carneyp@ohsu.edu.
authors: Patricia A
authors: PA
authors: Carney
authors: Department of Medicine, Augusta University/University of Georgia Medical Partnership, Athens, GA, USA.
authors: Gerald E
authors: GE
authors: Crites
authors: School of Medicine, University of Louisville, Louisville, KY, USA.
authors: Karen H
authors: KH
authors: Miller
authors: Department of Pediatrics, Oregon Health & Science University School of Medicine, Portland, OR, USA.
authors: Michelle
authors: M
authors: Haight
authors: Department of Surgery, Carolinas Healthcare System, Charlotte, NC, USA.
authors: Dimitrios
authors: D
authors: Stefanidis
authors: Department of Family Medicine, College of Medicine, University of Vermont, Burlington, VT, USA.
authors: Eileen
authors: E
authors: Cichoskikelly
authors: American Board of Medical Specialties Research and Education Foundation, Chicago, IL, USA.|Department of Family Medicine, University of Colorado School of Medicine, Denver, CO, USA.
authors: David W
authors: DW
authors: Price
authors: Department of Pediatrics, Wake Forest School of Medicine, Winston-Salem, NC, USA.
authors: Modupeola O
authors: MO
authors: Akinola
authors: Department of Psychology, University of North Carolina, Charlotte, NC, USA.
authors: Victoria C
authors: VC
authors: Scott
authors: Department of Family and Community Medicine, University of New Mexico, Albuquerque, NM, USA.
authors: Summers
authors: S
authors: Kalishman
mesh_terms: D003365:Costs and Cost Analysis; D003479:Curriculum; D004059:Diffusion of Innovation; D004501:Education, Medical / Q000458:organization & administration* / Q000592:standards; D000068156:Formative Feedback; D006282:Health Personnel / Q000193:education; D006801:Humans; D007400:Interprofessional Relations; D012106:Research / Q000458:organization & administration*; D012107:Research Design
keywords: best educational practices; curriculum development; educational research; team-based care; undergraduate/graduate medical education