AI Article Synopsis
- Healthcare often struggles with innovative problem-solving due to a lack of continuing education, which impacts professionals' ability to implement new solutions effectively.
- The Leading Health Services Innovation Project aims to evaluate a co-designed postgraduate program for healthcare professionals, using a mixed-methods approach that includes qualitative interviews and quantitative surveys.
- The project's design incorporates established frameworks like RE-AIM to ensure a thorough evaluation of the program's reach and effectiveness, with the goal of enhancing translational competence among participants.
Article Abstract
Background: A significant issue with innovative problem-solving in healthcare is an existing deficiency in continuing education for many healthcare professionals, which hinders the successful implementation of inventive solutions and progress in the field. Educators play a crucial role in guiding students to cultivate the knowledge and skills necessary to confront these challenges, including problem solving, collaboration, and the use of rapidly advancing technologies. It is vital to design educational programs that empower and motivate students to develop the proficiency and knowledge they need to be effective problem solvers, collaborators, and cultivators of innovative solutions. This project aims to assess the implementation and effectiveness of a codesigned postgraduate university program for a multidisciplinary health workforce.
Methods: The Leading Health Services Innovation Project is a hybrid type 2 mixed method implementation trial of a codesigned Graduate Certificate in Health Services Innovation. In collaboration with a large tertiary and quaternary health service, we developed a codesign process to guide the project, with time quarantined to create space for two-way learning between health sector partners and healthcare academics. Qualitative interviews and quantitative surveys for primary users will evaluate the implementation strategies. The reach, effectiveness, adoption implementation, and maintenance (RE-AIM) framework will guide the evaluation and maintenance of the program.
Results: Integrating a codesign strategy complemented by a well-structured implementation and evaluation protocol that is a combination of implementation science theoretical frameworks (Knowledge to Action, Evidence-Based Co-design, RE-AIM) may lead to translational competence as a potential outcome.
Anticipated Outcomes: The application, resourcing and commitment to codesigned tertiary-level learning and qualification will demonstrate the achievement of a contemporary and comprehensive postgraduate university degree program in health innovation management.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11536537 | PMC |
| http://dx.doi.org/10.1186/s12909-024-06094-7 | DOI Listing |
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