Building blocks for developing a practice based translational research education program

Background: Implementation of evidence-based practices (EBPs) hold promise to addressing adolescent behavioral health issues, but there continues to be difficulty in implementing and sustaining EBPs in school settings, juvenile justice and community based settings. Effective communication between researchers and practitioners remains a pivotal factor in promoting implementation of EBPs in adolescent behavioral health. The Institute for Translational Research in Adolescent Behavioral Health’s (Institute) goal is to address the gap in use of EBPs by developing a practice-based translational research education program.

Methods: The Institute utilizes service learning, adult learning theory, and blended learning to maximize the collaborative learning process between researchers, practitioners, and Institute Scholars. Institute Scholars work with mentoring teams on service learning projects which include developing EBPs toolkits, evaluating adoption and fidelity of EBPs, and identifying enhancements to EBPs.  Institute Scholars are involved in the evaluation process to address implementation issues and to develop building blocks for program replication and sustainability.

Results: The organizing framework for evaluation is based on Kirkpatrick’s model for the evaluation of training programs which includes assessment of programs at four levels. These levels include measures of: 1) reaction and satisfaction, 2) learning of new knowledge, skills, or attitudes, 3) measuring changes in behavior and performance, an 4) results and distal impacts.

Conclusion: Process evaluation includes the first two levels of Kirkpatrick’s model and addresses capacity building for implementation of EBPs. The development of a practice-based education and training program must enlist a variety of stakeholders to maximize the potential for replication and sustainability.