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Abstract

Background

Despite growing interest in implementation and dissemination science as a driver of healthcare quality and equity, practical, competency-based curricula for advanced graduate and postgraduate students remain limited. Existing offerings are often introductory, with varied depth and limited focus on applied skill-building.

Objective

To describe the design and rationale of a competency-based Practical Implementation Science course developed to equip advanced learners with the skills needed to translate evidence into real-world practice.

Methods

The course was developed using the textbook Practical Implementation Science: Moving Evidence into Action as its primary source and structured around the Quality Implementation Framework. It was informed by constructivist, experiential, and adult learning theories and aligned with recognized dissemination and implementation science (IS) competencies.

Results

A flipped classroom model will be used to deliver instruction, supporting active, practice-based learning through pre-class preparation and in-class application of IS concepts. The course includes 15 weekly sessions covering core topics such as identifying practice gaps, adapting evidence-based interventions, stakeholder engagement, evaluation planning, and sustainability. Each session is designed to integrate theory with application via case studies, team exercises, and iterative project work. The course is intended to be flexible in delivery (in-person or online), interdisciplinary in scope, and adaptable to the needs of students in medicine, pharmacy, nursing, public health, and allied health. It targets beginner and intermediate competency levels and incorporates formative and summative assessments. Students will progressively develop capstone projects, with structured opportunities for peer and instructor feedback during interactive in-class discussions.

Conclusions

This proposed course represents a scalable and flexible model for preparing healthcare learners in applied IS. Future directions include pilot testing, formal evaluation, interprofessional adaptation, and global implementation to support a diverse and equity-oriented workforce capable of translating evidence into practice.

Keywords

Education competency-based education curriculum implementation science

Introduction

Implementation science (IS) is “the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practice into routine practice and, hence, to improve the quality and effectiveness of health services.”¹ Dissemination has been defined as “the targeted distribution of information and intervention materials to a specific public health or clinical practice audience.”² As healthcare delivery systems grow increasingly complex, implementation and dissemination science has become essential for ensuring that scientific advances translate into better health outcomes and more efficient, equitable care.³ By guiding the adoption, spread, and sustainment of innovations, IS strengthens service quality, optimizes resource use, and addresses persistent delivery gaps. Importantly, there is increasing recognition that IS must also incorporate an explicit focus on health equity to ensure that new interventions reach and benefit vulnerable populations.^4,5 Together, these perspectives establish IS as a vital catalyst for improving healthcare delivery, enhancing population health, and advancing equitable outcomes.

Despite the expanding importance of IS, structured educational programs to prepare future healthcare professionals in this field remain limited. Most implementation training initiatives have been designed primarily for advanced researchers at the doctoral and postdoctoral levels, with few opportunities specifically tailored to early-career healthcare practitioners or undergraduate learners.⁶ Existing training programs are often fragmented, variable in their depth and scope, and tend to focus heavily on research methods rather than building practical, real-world implementation skills.⁶ Furthermore, Brownson et al⁷ observed that much of the existing education in IS remains at a “101-level” introductory stage, with limited emphasis on applied competencies such as stakeholder engagement, strategic adaptation, and sustainability planning. Reszel et al (2023) analyzed 20 implementation practice training initiatives and found notable content gaps. Fewer than 70% addressed dissemination (29%), team formation (53%), leadership and facilitation (65%), or sustainability and scale-up (65%). Even the foundational skill of finding, appraising, and adapting evidence was included in only 71% of programs.⁷

Competency-based Education (CBE) is an approach in which education is organized around clearly defined competencies, the specific combinations of skills, abilities, and knowledge a learner must demonstrate to perform a task, and progress is measured by mastery of those competencies rather than by time spent in class.⁸ CBE offers a flexible approach that better aligns training with practice requirements.⁹ Evidence indicates that CBE fosters learner engagement, supports individualized learning trajectories, and enhances readiness to address complex, real-world challenges.^9,10 Studies also highlight that CBE promotes lifelong learning and ensures graduates can adapt effectively to evolving healthcare system needs.^9,10

Competency-based training models in IS have proven effective in building core skills, fostering applied learning, and advancing professional development. For example, the GTI-Teach program employs a seven-step framework to build beginner/intermediate IS competencies, resulting in significant knowledge gains (+1.3 to +1.8 on 5-point scales) and real-world application within 6 months 50% of learners applied concepts to research, and 40% to grant development.¹¹ Similarly, the UCSF Certificate Program integrates six courses across 12 competency domains, combining didactics, project-based assignments, and longitudinal mentorship. Graduates reported moderate to high confidence across competencies (median 3-4 on 5-point scales), produced a median of three publications, and secured significant funding, with 63% serving as principal investigators and 15% obtaining NIH awards.¹²

While early efforts to define core competencies for implementation practice underscored the importance of structured, competency-based training, a significant gap persists in translating these frameworks into accessible curricula that offer hands-on, experiential learning opportunities.¹³ Without such comprehensive and practice-oriented educational approaches, future healthcare professionals will remain underprepared to translate evidence into effective and equitable real-world practice.

To address critical gaps in applied IS training, I developed the Practical IS course, a competency-based curriculum designed to equip healthcare students with practical skills for translating evidence into real-world practice. Notably, the course introduces a novel instructional strategy by applying a flipped classroom model, an evidence-based approach, to the teaching of IS. To our knowledge, no existing IS course has formally adopted this model. By delivering foundational content before class, via readings, videos, or online modules, students can engage in active, collaborative, and applied learning during class sessions.^14–17 This approach aligns with the core principles of IS, including adaptation, stakeholder engagement, and context-specific problem solving. Moreover, flipped learning supports self-directed learning and iterative skill-building, reflecting the participatory and applied nature of the field itself.^18,19 This approach directly responds to national calls to expand dissemination and implementation training in health professions education and address workforce shortages in implementation expertise.²⁰ Furthermore, the course design reflects the Teaching for Implementation framework, which emphasizes co-learning, personalized competency development, and real-world application to build integrated capacity across research and practice domains.²¹ This manuscript's main aim is to describe the development of a competency-based practical IS course aimed at preparing future healthcare professionals with applied skills to translate evidence into real-world practice.

Methods

Course Development Process

The course was developed as a structured, competency-based curriculum; its content and sequencing were directly informed by the textbook Practical Implementation Science: Moving Evidence into Action, which served as the primary academic resource for course design.²² This textbook is grounded in the Quality Implementation Framework (QIF), a comprehensive model that outlines four key phases of implementation: (1) initial considerations for host settings, (2) creating a structure for implementation, (3) ongoing structure once implementation begins, and (4) improving future applications.²³ These phases guided the organization of weekly course modules and learning activities.

The course also incorporates internationally recognized core competencies, which informed the selection of course topics and learning objectives.²⁴ Competencies were operationalized through a combination of didactic content, applied exercises, and a culminating project designed to promote skill development in implementation practice.

The course was conceptualized and developed by me during participation in the Transforming Health Care Education: The Science of Learning and the Art of Teaching program at the Harvard T.H. Chan School of Public Health Executive and Continuing Professional Education. Drawing on more than 10 years of teaching experience in pharmacy education and formal training in IS, I began development with a structured literature review to identify existing IS courses in U.S. universities, followed by an analysis of common curricular elements and gaps, particularly in applied competencies, pedagogical strategies, and experiential learning opportunities.

Target Audience and Delivery Format

The course is designed for advanced undergraduate and graduate students who have already been introduced to evidence-based practice concepts early in their academic programs. This ensures that participants possess foundational knowledge of healthcare systems and evidence-based practice, allowing the curriculum to focus on advanced application of IS competencies rather than introductory content. The course is designed for flexible delivery and can be offered in-person or fully online to accommodate diverse institutional needs and learner contexts. The online format replicates key experiential components of in-person instruction through adapted versions of all in-class activities. While the course is initially intended for delivery in universities within the United States, its design allows adaptation for implementation in other countries and diverse institutional contexts. The course is currently in the development and refinement phase and has not yet been approved by any university nor scheduled for delivery. Following faculty review and approval through the curriculum committee process, the target is to pilot the course within the next academic year. Feedback from this pilot phase will inform final revisions before broader implementation.

Theoretical Foundations of the Pedagogical Approach

The course's pedagogical design is grounded in multiple educational theories and instructional models emphasizing active, applied, and learner-centered approaches. Drawing on principles of constructivism, the course enables students to build knowledge through real-world case studies, collaborative learning, and iterative problem solving.²⁵ Learners engage with content in context, constructing meaning as they apply concepts to authentic implementation challenges.

The course is also guided by adult learning theory (andragogy), which prioritizes self-direction, relevance, and integrating prior experience into learning. Activities are designed to reflect learners’ intrinsic motivation to solve meaningful, practice-based problems, while offering opportunities for self-paced preparation and interactive in-class engagement.²⁶

Experiential learning theory, particularly Kolb's learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation, further informs the course design. Students interact with implementation frameworks and strategies through structured exercises and applied projects, reinforcing knowledge through action and reflection.^27,28

In addition, the course adopts a competency-based learning model, aligning content and assessments with clearly defined IS competencies.²⁴ Learning outcomes are centered around applied skill development, with performance-based tasks such as case analysis, stakeholder engagement simulations, and a capstone project used to assess mastery.²⁹

Finally, the course incorporates elements of team-based learning, a collaborative instructional strategy that promotes shared accountability and deeper understanding through structured group work. Weekly in-class sessions include team-based case discussions, peer feedback, and joint decision-making tasks that mirror real-world implementation processes.³⁰

Course Structure and Components

The course is designed as a one-semester-long course. Each module introduces new content that builds on prior learning to support cumulative competency development. Major course components include topical modules focused on core phases of the implementation process, application-based learning activities, and a culminating capstone project proposal. The capstone project requires students to apply IS frameworks, strategies, and evaluation planning to address a real-world healthcare or public health implementation challenge.

The Flipped Classroom Model

Each week, students will engage in asynchronous pre-class activities, including assigned readings, critical review of selected scientific papers, recorded short lectures, and self-directed quizzes designed to introduce foundational IS concepts. Reading materials were intentionally selected to provide clear, concise introductions to each topic, minimizing cognitive and time burdens on students while ensuring adequate foundational knowledge for in-class application. To further promote preparation, readings are paired with guiding questions and low-stakes quizzes to reinforce key concepts and encourage engagement with the material. The recorded lectures will be prepared and recorded by the course instructor.

In-class sessions prioritized active application of content through structured activities such as case study discussions, small-group exercises, stakeholder engagement simulations, and team-based activities focused on designing campaigns to disseminate evidence-based interventions. Peer feedback sessions supported the iterative development of students’ capstone projects. Instructors facilitated interactive discussions to synthesize key lessons, deepen conceptual understanding, and guide collaborative problem solving related to real-world implementation challenges. The in-person classroom will be arranged for maximum interaction and flexibility, with movable seating clusters, visible presentation tools, and dedicated spaces for role-play activities. The layout supports quick transitions between group work and whole-class discussions, facilitates peer engagement, and allows instructors to circulate and provide targeted feedback. For fully online delivery, the course maintains its interactive pedagogy through structured in-class activities conducted via video conferencing, including small-group case analyses, real-time implementation planning exercises, and scaffolded discussions. The flipped classroom model is preserved, with pre-class materials delivering core content and synchronous sessions dedicated to applied learning. Digital collaboration tools support group work, while clear protocols ensure equitable participation. The online format replicates key experiential components of in-person instruction through adapted versions of all in-class activities.

Following each session, students completed post-class activities that reinforced learning and supported project advancement. Post-class activities included reflective exercises, brief knowledge application tasks, project development milestones, and periodic quizzes to consolidate core concepts.

Assessment Strategy

The course incorporates formative and summative assessments to align with the course's applied and competency-based structure. Formative assessments are integrated throughout the course to provide students with ongoing feedback and opportunities for improvement. Summative assessments will be used to evaluate cumulative learning and include the final capstone group project and associated written and oral presentations. The course assessment approach is designed to remain adaptable when integrated into other curricula while maintaining core competency measurement. Formative assessments, such as pre-class quizzes, peer feedback, and framework application exercises, are embedded within the host program's existing continuous evaluation processes to provide ongoing feedback and support skill development. Summative assessments, including the final project presentation and associated written deliverables, are adapted to meet local academic requirements while continuing to evaluate the application of IS frameworks and the achievement of targeted competencies.

Results

Course Description

Table 1 outlines the weekly session topics. The proposed course comprises 15 class sessions, with each in-person or online session lasting three hours. The course content follows the structure of the textbook Practical Implementation Science: Moving Evidence into Action, with selected adaptations to enhance alignment with foundational competencies in IS. Notably, three modules were added to address methodological and research training needs: IS study designs (quantitative and qualitative/mixed methods) and grant writing for implementation research. Table 2 illustrates the alignment between the weekly class sessions and the specific strategies outlined in the QIF.

Table 1.

Weekly Session Topics.

Week	Topic
1	Introduction to implementation science
2	Assessing the practice (know-do) gap
3	Selecting evidence-based interventions (EBIs) to reduce practice gaps
4	Adapting EBIs
5	Understanding barriers and facilitators for implementation across settings
6	Engaging stakeholders
7	Creating a structure for implementation: building implementation teams and developing implementation plans
8	Implementing an EBIs
9	An introduction to evaluation and learning in implementation
10	Implementation science study designs (quantitative)
11	Implementation science study designs (qualitative and mixed methods)
12	Writing an implementation research grant proposal
13	Disseminating information about evidence-based interventions
14	Scaling up and sustaining evidence-based interventions
15	Final project presentation

Table 2.

Quality Implementation Framework and Course Session Alignment.

Phase 1: Initial considerations regarding the host setting
Assessment strategies
1. Conducting a needs and resource assessment	Weeks 2-3
2. Conducting a fit assessment	Week 4
3. Conducting a capacity/readiness assessment	Week 5
Decisions about adaptation
4. Possibility for adaptation	Week 4
Capacity-building strategies
5. Obtaining explicit buy-in from critical stakeholders and fostering a supportive community/organizational climate	Week 5
6. Building general/organizational capacity	Week 6
7. Staff recruitment/maintenance	Week 8
8. Effective pre-innovation staff training	Week 8
Phase 2: Creating a structure for implementation
9. Creating implementation teams	Week 7
10. Developing an implementation plan	Week 7
Phase 3: Ongoing structure once implementation begins
11. Technical assistance/coaching/supervision	Week 8
12. Process evaluation	Week 8,9,10,11
13. Supportive feedback mechanism	Week 8
Phase 4: Improving future applications
14. Learning from experience	Week 9, 10,11

Source: adapted from reference No. 17

Alignment of Learning Objectives with Implementation Science Competencies

The course's learning objectives were designed to reflect foundational competencies in IS. These competencies emphasize both conceptual understanding and applied skills. Each weekly learning objective was mapped to one or more competencies to ensure comprehensive coverage across the course. A total of 33 competencies are targeted in the course, comprising 10 beginner-level competencies, which are aligned with foundational knowledge, and 23 intermediate-level competencies, which emphasize practical, experiential skills, as defined in the IS literature. Table 3 outlines this alignment. Each weekly competency (or competencies) is linked to IS frameworks or models to connect theory with practical, context-specific application.

Table 3.

Alignment of Learning Objectives and Competencies with Examples of Relevant Implementation Science Models and Frameworks.

Week	Primary learning objective	Educational competency (Padek et al, 2015)	Competency level	Example of relevant models/Frameworks
1	Identify core concepts and key features of implementation science.	• Define and communicate D&I research terminology. • Define what is and what is not D&I research. • Differentiate between D&I research and other related areas, such as efficacy research and effectiveness research. • Identify the potential impact of disseminating, implementing, and sustaining effective interventions. • Describe the range of expertise needed to conduct D&I research.	BeginnerBeginnerBeginnerBeginnerBeginner
2	Assess how to identify, measure, and address practice gaps.	• Identify existing gaps in D&I research.	Intermediate	• Integrated Knowledge Translation (IKT) to engage stakeholders in identifying and prioritizing gaps • Donabedian Model – structures quality indicators into structure, process, and outcome • Knowledge-to-Action Cycle – guides translation of evidence into practice • Theoretical Domains Framework (TDF) and Consolidated Framework for Implementation Research (CFIR) to understand why practice gaps exist
3	Select evidence-based interventions (EBIs) that fit a defined implementation problem.	• Determine which evidence-based interventions are worth disseminating and implementing.	Intermediate	• RE-AIM Framework – evaluates interventions across Reach, Effectiveness, Adoption, Implementation, and Maintenance to assess real-world applicability, scalability, and sustainability
4	Evaluate whether an EBI requires adaptation and apply a conceptual framework to guide the adaptation process.	• Identify core elements (effective ingredients) of effective interventions, and recognize risks of making modifications to these. • Identify a process for adapting an intervention and how the process is relevant to D&I research. • Explain how to maintain fidelity of original interventions during the adaption process. • Describe the appropriate process for eliciting input from community-based practitioners for adapting an intervention.	IntermediateIntermediateIntermediateIntermediate	• ADAPT-ITT Model – provides a staged, systematic process for culturally and contextually adapting interventions while maintaining fidelity • FRAME (Framework for Reporting Adaptations and Modifications to EBIs) – standardizes how adaptations are documented, ensuring transparency and reproducibility
5	Analyze how to use existing implementation science knowledge, frameworks, and contextual data to identify barriers and facilitators.	• Describe how to frame and analyze the context of D&I as a complex system with interacting parts. • Describe the relationships between various organizational dimensions (eg, climate, culture) and D&I research. • Assess, describe, and quantify (where possible) the context for effective D&I (setting characteristics, culture, capacity, and readiness). • Identify and articulate the interplay between policy and organizational processes in D&I.	IntermediateIntermediateIntermediateIntermediate	• CFIR – assess multilevel contextual factors that may impact implementation • Health Equity Implementation Framework – Combines implementation science and health disparities perspectives to assess social, economic, and policy contexts with an emphasis on equity
6	Conduct a stakeholder analysis and select engagement strategies relevant to an implementation initiative.	• Describe the importance of incorporating the perspectives of different stakeholder groups. • Identify and apply techniques for stakeholder analysis and engagement when implementing evidence-based practices.	BeginnerIntermediate	• I-STEM (Integrated STakeholder Engagement Model) – provides structured steps for stakeholder identification, tailored engagement, feedback integration, and sustainability planning • Transcreation Framework – co-designs interventions with stakeholders to ensure cultural and contextual fit, particularly to address health disparities
7	Apply implementation research principles to select strategies aligned with key implementation determinants and targeted outcomes.	• Describe a range of D&I strategies, models, and frameworks. • Formulate methods to address barriers of D&I research. • Identify appropriate conceptual models, frameworks, or program logic for D&I change.	BeginnerIntermediateIntermediate	• Implementation Research Logic Model (IRLM) – links interventions, determinants, strategies, mechanisms, and outcomes to guide structured implementation planning
8	Explain the typical implementation process, from pre-implementation to sustainment.	• Identify appropriate conceptual models and, frameworks.	Intermediate	• EPIS (Exploration, Preparation, Implementation, Sustainment) – four-phase process model integrating inner/outer context factors and bridging strategies • Quality Implementation Framework (QIF) – 14-step process organized into four phases, emphasizing thorough pre-implementation planning • Stages of Implementation Completion (SIC) – eight-stage tool to track progress and fidelity from initial exploration through sustainment
9	Develop evaluation questions, choose appropriate frameworks, and select relevant outcomes to effectively assess evidence-based interventions across different stages and contexts of implementation.	• Identify common D&I measures and analytic strategies relevant to your research question(s). • Identify and measure outcomes that matter to stakeholders, adopters, and implementers. • Apply common D&I measures and analytic strategies relevant to your research question(s) within your model/framework. • Describe the concept and measurement of fidelity.	BeginnerIntermediateIntermediateBeginner	• Implementation Outcomes Framework– defines eight core implementation outcomes (eg, acceptability, adoption, appropriateness, feasibility, fidelity, cost, penetration, sustainability)
10	Identify tradeoffs that must be considered in the design of an implementation research evaluation to balance validity and feasibility.	• Describe the core components of external validity and their relevance to D&I research.	Beginner
11	Understand the role of quantitative, qualitative, and mixed methods in addressing implementation-related questions in research.	• Identify and articulate the trade-offs between a variety of different study designs for D&I research. • Describe the application and integration of mixed-method (quantitative and qualitative) approaches in D&I research. • Identify possible methods to address external validity in study design, reporting, and implementation. • List the potential roles of mediators and moderators in a D&I study.	IntermediateIntermediateIntermediateIntermediate
12	Apply theories and dissemination strategies to change a target audience's knowledge, attitudes, intentions, and behaviors related to an EBI.	• Describe a process for designing for dissemination.	Intermediate	• Diffusion of Innovations (DOI) – explains how innovations spread and guides tailoring based on adopter characteristics and innovation attributes • Elaboration Likelihood Model (ELM) – informs persuasive message design and audience targeting through central and peripheral processing routes
14	Plan, evaluate, and sustain evidence-based practices using strategic tools, frameworks, and monitoring criteria.	• Effectively integrate the concepts of sustainability/sustainment and the rationale behind them in D&I study design.	Intermediate	• Dynamic Sustainability Framework (DSF) – views sustainability as a continuous, adaptive process, emphasizing alignment between interventions, settings, and broader systems over time • Integrated Sustainability Framework (ISF) – organizes multilevel factors influencing sustainment into five interacting domains and guides planning for long-term program continuation

Pre-Class, In-Class, and Post-Class Learning Activities

All pre-class activities throughout the course consist of a recorded lecture supplemented with selected readings. In contrast, In-class activities vary by week. Post-class activities are primarily focused on the development of the capstone, allowing students to work in groups to apply cumulative knowledge across the course (for more details about learning activities, see Supplemental file)

Course Assessment

The course includes a range of formative and summative assessments distributed across the semester as outlined in Table 4. Evaluation will be conducted using detailed rubrics to ensure consistency, transparency, and alignment with learning objectives.

Table 4.

Proposed Course Assessment.

Assessment component	Assessment type	Brief description	Grading weight (%)
Weekly in-class group activities	Formative	Collaborative exercises completed during class sessions	20
Individual reflection assignments	Formative	Short written reflections on weekly topics	5
Pre-class quizzes	Formative	Low-stakes quizzes based on pre-class readings and lectures	20
Peer feedback on group work	Formative	Structured peer feedback on group implementation plans	5
Draft sections of group project proposal	Formative	Draft submissions of key proposal components for instructor feedback	10
Final group project proposal (Written)	Summative	Comprehensive written proposal of an implementation research project	30
Final group presentation	Summative	Oral presentation summarizing project design and rationale	10

Discussion

This manuscript describes the development of a competency-based course designed to equip students with foundational knowledge and applied skills in IS. The course responds to a growing need for more accessible and practical training opportunities that go beyond traditional research-focused programs. It introduces learners to key concepts, tools, and strategies for translating evidence into everyday practice, using interactive learning activities, real-world case studies, and project-based assignments. Designed for flexibility, the course can be delivered in various formats and adapted across multiple healthcare and public health disciplines. While formal evaluation is pending, this work offers a structured approach to building implementation capacity among future professionals and contributing to ongoing efforts to bridge the gap between evidence and practice.

Importantly, the design of this course advances beyond introductory IS by targeting intermediate-level competencies that emphasize applied skills such as adapting evidence-based interventions, analyzing multilevel contexts, and developing actionable implementation plans. This practice-focused approach bridges the gap between “101-level” conceptual learning and advanced expertise, equipping learners to apply frameworks in real-world scenarios to address complex implementation challenges.

In this course, CBE was adopted to ensure mastery of practical, transferable skills, aligning with professional roles rather than time-bound curricula.^31,32 Unlike traditional knowledge-centered models, this approach emphasizes continuous feedback, authentic assessments, and learner autonomy, bridging the gap between education and societal demands.^33–35 However, CBE also presents challenges, including the need for faculty development, increased administrative demands, difficulties in defining and assessing high-order or holistic competencies, and potential risks of reductionism if not implemented thoughtfully.^32,36 Despite these limitations, its emphasis on adaptive expertise, mastery-based progression, and meaningful assessment makes it a valuable approach for preparing healthcare professionals to translate evidence into practice.

Of note, advanced-level competencies were intentionally excluded from the course to match the needs of early-career learners and ensure appropriate cognitive load. These competencies, such as economic evaluation and scale-up methods, require prior methodological expertise and are better suited for advanced or specialized training. By focusing on beginner and intermediate competencies, the course provides a solid foundation while allowing for future progression to advanced topics as learners gain experience.^24,33

The course design embraces a multi-pedagogical approach. Such blended strategies improve attention, motivation, and satisfaction by offering varied entry points into the material.³⁷ Interdisciplinary and applied learning experiences have also been shown to enhance communication, critical thinking, and collaboration skills essential for complex problem solving and social innovation.³⁸ Combining methods like reflective writing, games, and multimedia modules has created more meaningful learning environments that support long-term retention and professional readiness, even when immediate performance outcomes are unchanged.³⁹ This layered, purposeful use of pedagogy aligns with the course's goal of building core competencies in a practical, learner-centered way.

Importantly, the course design incorporates the flipped classroom model as a primary pedagogical strategy to enhance learner engagement, support the development of practical competencies, and promote active, student-centered learning. In this model, foundational content is delivered outside of class, and class time is reserved for the application of knowledge through structured, collaborative activities such as case-based discussions, simulations, and team problem solving. This shift enables deeper learning by moving students from low-order cognitive tasks (eg, remembering and understanding) to high-order skills (eg, analyzing, evaluating, and creating) during face-to-face sessions.^40,41 The model is grounded in constructivist and mastery learning theories, which emphasize active engagement, formative feedback, and instructional alignment as essential components for achieving durable and transferable learning outcomes. Extensive evidence from health professions education, including medicine and pharmacy, demonstrates that flipped classrooms not only improve academic performance but also foster critical thinking, communication skills, and self-regulated learning.^42,43 A recent meta-analysis found that flipped classrooms in pharmacy education consistently outperformed traditional lecture-based formats in terms of exam scores and course grades.⁴² Moreover, learners generally report higher satisfaction, motivation, and perceived relevance, particularly when pre-class materials are well-designed and in-class activities are interactive and authentic.^44,45 By blending the benefits of technology-enhanced asynchronous learning with the cognitive and social richness of in-class interactions, the flipped classroom offers a flexible and scalable solution to address the limitations of traditional didactic instruction. Its implementation within this course aligns with best practices in instructional design and supports the development of essential skills for real-world implementation practice.

In the current course, students are guided to design and implement a project that reflects core IS competencies, with flexibility in topic selection to align with their professional background and interests. This tailored approach reinforces engagement and relevance, especially across diverse health disciplines. The capstone project serves as a cornerstone of this course, providing students with an opportunity to synthesize theoretical knowledge, apply implementation frameworks, and demonstrate practical skills in a real-world or simulated context. Capstone experiences are recognized as high-impact educational practices that foster scholarly inquiry, communication skills, and reflective practice while promoting independent learning and professional growth. Drawing on examples from global health and pharmacy education, capstones have been shown to strengthen student outcomes across multiple domains, including research design, ethics, interprofessional collaboration, and critical thinking.^46,47 Moreover, capstones enable longitudinal mentorship and structured reflection, critical for competency development in complex and applied fields like IS. To support student success, our course includes clear timelines, deliverable checkpoints, and mentoring support, while allowing for adaptability in scope and methods. This model mirrors best practices in flexible capstone implementation, where students can take ownership of their learning journey while receiving structured guidance and feedback. As the program evolves, evaluation of capstone quality, impact, and scholarly output will inform continuous refinement and reinforce its value as a culminating experience in practice-based IS education.

Importantly, the course is generic and flexible by design. Its modular structure and alignment with established frameworks allow easy adaptation across health disciplines as well as across delivery formats (online or in-person). The course is adaptable to diverse academic programs and professional pathways. The competency framework serves as a common foundation, while the applied components, such as case studies, interactive exercises, and project-based assignments, can be tailored to the disciplinary context and existing skill set of learners. This tailoring ensures that the course builds directly on students’ established competencies, making it relevant to advanced undergraduates, graduate students, and early-career professionals across health, policy, and research domains. Such flexibility supports integration into existing curricula without diluting the rigor of the IS competencies, thereby maximizing both engagement and applicability.

In the future, I will conduct a pilot study involving delivery of the course to a small cohort of advanced undergraduate or graduate healthcare students, following approval from the institutional curriculum committee. I will collect feedback from students and faculty to assess the clarity, relevance, and applicability of the content, using both quantitative and qualitative methods to guide refinements. The evaluation will also examine how effectively the course prepares learners for implementation-focused roles, as well as their engagement, satisfaction, and ability to apply course concepts in clinical and public health settings.

Despite the strengths of the course design, several challenges warrant attention. Firstly, the flipped classroom and competency-based structure require increased faculty preparation time for developing materials and facilitating interactive sessions. Secondly, students may resist the additional workload and struggle with consistent pre-class participation. To address these issues, the course includes clearly defined learning objectives, guided pre-class materials (eg, brief videos or instructor-developed summaries), and formative assessments to promote accountability and reinforce foundational learning. Best practices from Han and Klein⁴⁴ recommended aligning pre-class materials closely with in-class objectives, ensuring brevity, clarity, and timely access to encourage completion and engagement. Faculty are also encouraged to create inclusive environments that support all types of learners.¹⁹ A further limitation is that the target audience (students and faculty) was not engaged during the initial course design phase. While the development process drew on established frameworks, literature, and best practices, direct stakeholder participation will be important in future iterations to enhance contextual relevance and applicability.

Conclusions

This course represents a flexible, theory-informed, and equity-oriented model for practical IS education. Through deliberate design and inclusive pedagogy, it provides a foundational step toward preparing a new generation of health professionals to lead equitable, evidence-based change in diverse settings.

Supplemental Material

sj-docx-1-mde-10.1177_23821205251393856 - Supplemental material for Building Practical Skills in Implementation and Dissemination Science: A Competency-Based Curriculum

Supplemental material, sj-docx-1-mde-10.1177_23821205251393856 for Building Practical Skills in Implementation and Dissemination Science: A Competency-Based Curriculum by Abubakar Ibrahim Elbur in Journal of Medical Education and Curricular Development

Footnotes

Acknowledgements

I would like to thank Professor Felipe Fregni, the teaching assistants, and staff of the Transforming Health Care Education: The Science of Learning and the Art of Teaching program at the Harvard T.H. Chan School of Public Health Executive and Continuing Professional Education for their valuable guidance and support during the development of this course.

ORCID iD

Abubakar Ibrahim Elbur

Ethical Approval

Not applicable.

Authors Contributions

This is a sole-authored manuscript. The author conceived, designed, developed, and wrote all components of the course and manuscript, and is responsible for all aspects of the work.

Funding

The author disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This publication was made possible by Grant Number 1K01MH135745-01A1 from National Institute of Mental Health (NIMH). The content is solely the responsibility of the author and does not necessarily represent the official views of National Institutes of Health

Declaration of Conflicting Interests

The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Supplemental Material

Supplemental material for this article is available online.

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