The 3rd Annual Workshop on Global HIV Clinical Pharmacology Capacity Building and Implementation Research

Two decades (1998 to 2018) of collaborative human immunodeficiency virus clinical pharmacology capacity building in a resource constrained setting

Cost Effectiveness and Resource Allocation ◽

10.1186/s12962-021-00327-y ◽

2021 ◽

Vol 19 (1) ◽

Author(s):

Charles C. Maponga ◽

Tsitsi G. Monera-Penduka ◽

Takudzwa J. Mtisi ◽

Robin Difrancesco ◽

Faithful Makita-Chingombe ◽

...

Keyword(s):

Human Immunodeficiency Virus ◽

Clinical Pharmacology ◽

Hiv Infection ◽

Capacity Building ◽

Sub Saharan Africa ◽

Adherence Support ◽

Immunodeficiency Virus ◽

Building Program ◽

The University ◽

Capacity Building Program

AbstractWhile important advances have been made in the prevention and treatment of Human Immunodeficiency Virus (HIV) infection, limited expertise and resource constraints to effectively manage rollout of HIV programs often contribute to poor treatment outcomes in Sub-Saharan Africa. In 1998, the University of Zimbabwe (UZ) and the University at Buffalo, State University of New York (UB), developed a collaborative clinical pharmacology capacity building program in Zimbabwe to train the next generation of HIV researchers and support rollout of the national HIV program. The collaboration was funded by research and training grants that were competitively acquired through United States of America government funding mechanisms, between 1998 and 2016. Thirty-eight research fellows were trained and a specialty clinical pharmacology laboratory was established during this period. Knowledge and skills transfer were achieved through faculty and student exchange visits. Scientific dissemination output included sixty-two scholarly publications that influenced three national policies and provided development of guidelines for strategic leadership for an HIV infection—patient adherence support group. The clinical pharmacology capacity building program trained fellows that were subsequently incorporated into the national technical working group at the Ministry of Health and Child Care, who are responsible for optimizing HIV treatment guidelines in Zimbabwe. Despite serious economic challenges, consistent collaboration between UZ and UB strengthened UZ faculty scholarly capacity, retention of HIV clinical research workforce was achieved, and the program made additional contributions toward optimization of antiretroviral therapy in Zimbabwe.

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Present and future IUPHAR plans for network support in training and capacity building in pharmacology and clinical pharmacology in resource strained countries

Proceedings for Annual Meeting of The Japanese Pharmacological Society ◽

10.1254/jpssuppl.wcp2018.0_sy24-3 ◽

2018 ◽

Vol WCP2018 (0) ◽

pp. SY24-3

Author(s):

Michael Spedding

Keyword(s):

Clinical Pharmacology ◽

Capacity Building ◽

Network Support

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Toolkits for dissemination and implementation research: Preliminary development

Journal of Clinical and Translational Science ◽

10.1017/cts.2018.316 ◽

2018 ◽

Vol 2 (4) ◽

pp. 239-244

Author(s):

Ana A. Baumann ◽

Alexandra B. Morshed ◽

Rachel G. Tabak ◽

Enola K. Proctor

Keyword(s):

Capacity Building ◽

Research Methods ◽

Implementation Research ◽

Dissemination And Implementation ◽

Local Contexts ◽

Dissemination And Implementation Research ◽

Washington University ◽

Research Resources

The Dissemination and Implementation Research Core, a research methods core from the Clinical and Translation Science Award at Washington University in St. Louis Institute of Clinical and Translational Sciences, developed toolkits about dissemination and implementation (D&I) concepts (e.g., D&I outcomes, strategies). This paper reports on the development of the toolkits. These toolkits respond to 3 identified needs for capacity building in D&I research: resources for investigators new to the D&I field, consolidation of tools, and limitations in local contexts.

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Evaluation of a Large-Scale School Wellness Intervention Through the Consolidated Framework for Implementation Research (CFIR): Implications for Dissemination and Sustainability

10.21203/rs.3.rs-647714/v1 ◽

2021 ◽

Author(s):

Gabriella M McLoughlin ◽

Rachel Sweeney ◽

Laura Liechty ◽

Joey A Lee ◽

Richard R Rosenkranz ◽

...

Keyword(s):

Capacity Building ◽

Implementation Research ◽

Relative Advantage ◽

New Schools ◽

Implementation Support ◽

School Wellness ◽

Implementation Outcomes ◽

Bivariate Correlation ◽

Correlation Analyses ◽

Negative Relationships

Abstract BackgroundThe need for sustainable and scalable comprehensive school wellness interventions is evident, and the lack of attention toward capacity-building models warrants investigation. Furthermore, there is a dearth of understanding regarding implementation determinants grounded in dissemination and implementation (D&I) frameworks. This study sought to address: 1) implementation determinants of adoption, fidelity, and penetration for school-wide wellness programming; and 2) nuanced determinants between schools with prior experience and those new to the program, to enhance tailored implementation support and sustainability.MethodsThe School Wellness Integration Targeting Child Health (SWITCH®) capacity-building intervention was adopted in 52 elementary and middle (22 new; 30 experienced) schools across Iowa, United States in the 2019–2020 academic year. Mixed methods data collection and analysis procedures followed the Consolidated Framework for Implementation Research (CFIR) protocols, adapted to school settings. Implementation outcomes included: 1) fidelity/compliance to established quality elements; 2) adoption of best practices in multiple settings; and 3) penetration of behavior change practices across classrooms and grade levels. Assessed determinants comprised organizational readiness/capacity and CFIR constructs via interviews and surveys. Interview data were scored using a systematic process; each CFIR domain was assigned a score (ranging between -2 and +2) to denote either a positive or negative influence on implementation. Independent t-tests were conducted to capture potential differences between new and experienced schools, followed by Pearson bivariate correlation analyses to determine relationships between CFIR determinants and implementation outcomes. ResultsExperienced schools reported insignificantly higher fidelity (t=-1.86 p=.07) and higher rates of adoption (t=-2.03 p=.04) compared to new schools. Correlation analyses revealed positive relationships between implementation outcomes and CFIR determinants including innovation source, culture and relative priority, and leadership engagement. Negative relationships were observed in tension for change and networks and communications. Specific negative relationships for new schools between determinants and outcomes included relative advantage, engaging key stakeholders, and reflecting/evaluating, among others. ConclusionsFindings highlight the specific relationships between implementation outcomes and determinants; nuanced challenges for new schools highlight the need for a more tailored approach to implementation support and offer insights for sustainability. Adapted CFIR protocols provide opportunities for replication in other school-and community-based projects.

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FLIPPING OUT – REFLECTIONS ON TEN YEARS OF DEVELOPMENT, INNOVATION AND DESIGN IN TECHNOLOGY-RICH COLLABORATIVE LEARNING SPACES AND ACTIVE LEARNING PEDAGOGICAL CAPACITY BUILDING

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.14204 ◽

2020 ◽

Author(s):

Chris Whittaker ◽

Elizabeth S. Charles

Keyword(s):

Higher Education ◽

Active Learning ◽

Collaborative Learning ◽

Capacity Building ◽

Implementation Research ◽

Evidence Based ◽

Learning Spaces ◽

Case Research ◽

Design Case ◽

Student Centred Learning

Drawing broadly on the reflective practices of design case research, this paper reviews ten years of development, innovation and design in technology-rich collaborative learning classrooms and active learning pedagogy at Dawson College. Grounded in a process of Design-Based Implementation Research and leveraging Researcher-Practitioner Partnerships, Dawson College has been a leading hub of evidence-based pedagogical development in Quebec for a decade. By recognizing the important interplay of technology, spaces, tools, pedagogy and design, our institution has sustained continual growth in capacity and infrastructure when it comes to student-centred learning, and it has learned important lessons in capacity building that can be applied to higher-education institutions broadly and to engineering in particular.

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