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Research and scholarly methods: Implementation science studies

Traditional research focuses on efficacy or effectiveness of interventions but lacks evaluation of strategies needed for equitable uptake, scalable implementation, and sustainable evidence‐based practice transformation. The purpose of this introductory review is to describe key implementation scienc...

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Bibliographic Details
Published in:JAACP : Journal of the American College of Clinical Pharmacy 2022-09, Vol.5 (9), p.995-1004
Main Authors: Kuo, Grace M., Trinkley, Katy E., Rabin, Borsika
Format: Article
Language:English
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Summary:Traditional research focuses on efficacy or effectiveness of interventions but lacks evaluation of strategies needed for equitable uptake, scalable implementation, and sustainable evidence‐based practice transformation. The purpose of this introductory review is to describe key implementation science (IS) concepts as they apply to medication management and pharmacy practice, and to provide guidance on literature review with an IS lens. There are five key ingredients of IS, including: (a) evidence‐based intervention; (b) implementation strategies; (c) IS theory, model, or framework; (d) IS outcomes and measures; and (e) stakeholder engagement, which is key to a successful implementation. These key ingredients apply across the three stages of IS research: (a) pre‐implementation; (b) implementation; and (c) sustainment. A case example using a combination of IS models, PRISM (Practical, Robust Implementation and Sustainability model) and RE‐AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance), is included to describe how an IS study is designed and conducted. This case is a cluster‐randomized trial comparing two clinical decision support tools to improve guideline‐concordant prescribing for patients with heart failure and reduced ejection fraction. The review also includes information on the Standards for Reporting Implementation Studies (StaRI), which is used for literature review and reporting of IS studies, as well as IS‐related learning resources.
ISSN:2574-9870
2574-9870
DOI:10.1002/jac5.1673