Table 4 Future IS training preferences of interview participants (N = 39)
Question | Themes | Sub-themes | N (%) | Illustrative quotes |
|---|---|---|---|---|
Optimal IS training topics | Basics of IS | • What IS is and when to use • How IS relates to other disciplines • Models, theories, frameworks • Implementation outcomes, inputs, strategies • Generic presentation so applies to multiple disciplines | 14 (35.9) | |
Practical application of IS | • In implementation • Research • Policymaking • Translating research to practice • Scaling community models | 10 (25.6) | “So if one could focus on how to implement, rather than how do you develop a policy or strategy or monitor a policy…For instance, if they need to make a shoe…there is all this focus on the shoe must have a lace, a sole…but no concentration on actually making the shoe. How do we implement all these wonderful policies and get from point A to B to C and really do the thing rather than just knowing how to measure it or develop a strategy for it?” | |
IS research methods, grant writing, reporting, dissemination | • Disseminate to people on the ground • Experimental design • Practical | 10 (25.6) | ||
Application of IS in specific contexts (e.g., LMICs) | • Through case studies | 6 (15.4) | ||
Engaging stakeholders | 6 (15.4) | |||
Integrating IS into programs/ research (rather than add-on) | • On the ground • Into overall research programs | 6 (15.4) | “Because implementation research is not its own topic, we can integrate it into any research we are doing.” | |
Optimal data use | • Using data for implementation • How to measure if implementing optimally • Making data-informed decisions | 4 (10.3) | “A key issue here is to show results—of how an IS study really provides useful information for you to make decisions.” | |
Leadership, behavior change, organizational culture | 4 (10.3) | |||
How to introduce IS to junior scientists | 1 (2.6) | |||
Political & economic analysis, stakeholder assessments, cost-effectiveness | 1 (2.6) | “I find it difficult to see how IS can in reality be effective without knowledge of health systems. So there is a lot of knowledge in health policy and systems research in the last 20 years which IS can leverage.” | ||
How to be involved in the world of IS | • At the table in WHO discussions | 1 (2.6) | ||
Ensuring continuity between funding/partner cycles | 1 (2.6) | |||
How to access IS information | 1 (2.6) | |||
Other topics | • Evaluation • Data management, analysis, and visualization • SPSS • Project management • Complexity theory | 9 (23.1) | ||
Optimal IS training duration | 1 day–2 weeks | • Broken up or together • If in person | 12 (30.8) | |
6 weeks–3 months | • 2-3 weeks online, 4 weeks in person, another 1-2 weeks online • Full-time • 3-4 days a week | 6 (15.4) | ||
3–6 months | 1 (2.6) | |||
6 months–over a year | • Minimum 1 year if online, or 3-6 months if in person | 2 (5.1) | ||
Several days over several months | • 6-8 weeks spread out • Short modules with practice in-between • 3-5 day intro with follow up period after applying • With 5- or 1-day intro (3) • If online | 15 (38.5) | “…process where people have an opportunity to come back after developing a concept and raising the questions in their own organizations, applying it, and seeing what is achieved through it and how practices change.” | |
21 sessions | 1 (2.6) | “It’s proven that if you do something more than 20 times, you’re most likely to stick with it.” | ||
As long as the implementation process | 1 (2.6) | “Since it is actually about the implementation of the thing, it needs to be coupled to practical things that people do in their workplace, so it needs to be very minimal lecture time—rather, more practical time on the job.” | ||
Academic multi-year PhD program | 1 (2.6) | |||
Optimal IS training format | Hybrid | • Online first to familiarize participants with content, then in person (3) • In person first, then online (with experts/mentors) (3) • Some instructor contact in person or online for answering questions • Small regional cohorts • Online, in person, then online | 25 (64.1) | “COVID will change the way we work. Globally there has been so much virtual linkage, and within [my country], it has propelled us into an online learning environment. A lot of IS input could be online—it’s cheaper, could reach more people, and is as effective…you can still have small groups of people come together face to face as needed where there is geographical proximity” |
Face-to-face | • At the worksite | 5 (12.8) | “At the MOH, most people would prefer an online course if it will be a year. But if it were 3-6 months, if I could get an opportunity, I would like it to be face-to-face, if I had resources to support me to go for that training...it would be more interactive.” | |
Online | • With real-time support/interaction • Post courses online | 6 (15.4) | ||
Optimal IS training mode | Combination of self-study, lecture, workshops, discussion, case studies | • Bring project from own work | 12 (30.8) | “Lectures are useful, but in these training contexts, lectures usually end up being people presenting their research, and that isn’t helpful because you can just read about that in their publications.” |
Workshop | 12 | |||
Lecture | • Videos with lecturer and PowerPoint on screen • For introductory material | 5 (12.8) | ||
Embedded in fieldwork | • With online/telephone mentorship | 4 (10.3) | ||
Assessment of knowledge | 4 (10.3) | “Capacity assessments—assess where people are before so you can tailor the strategy to where people are at…Then you need to evaluate if it works.” | ||
Self-paced/self-study | • Readings | 4 (10.3) | ||
Case studies | • Through videos | 2 (5.1) | “You need to have a variety of case studies that are context specific, that allow participants to relate to them to understand better. Especially if you’re trying to present a conceptual framework to a case study, then the case study must relate to something that I’ve worked on.” | |
Peer learning | • While in-person | 1 (2.6) | ||
Interactive online discussion | 1 (2.6) | |||
Optimal IS training participant composition | Diverse roles | • Including policymakers • Learn from each other • People from different sectors • Everyone who is part of implementation process • Diversifies thinking | 25 (64.1) | “Having different stakeholders will make it easier for us to explain our knowledge to other people.” |
Diverse and similar roles | 4 (10.3) | |||
Similar roles | 4 (10.3) | |||
Diverse roles but common career level | • Multisectoral | 3 (7.7) | “The hierarchical society in [my country] means junior people won't speak openly around senior people.” | |
Diverse fields but common implementation issues/ responsibilities | 3 (7.7) | “Managers speak the same language. They all complain about people. Policy makers might just be complaining about stakeholders and who didn’t come to a meeting. They won’t relate. It needs to be people facing similar problems in different contexts.” | ||
Policy makers | 2 (5.1) | |||
Diverse roles but common level of IS experience | 1 (2.6) | |||
Diverse roles but same field | 1 (2.6) | |||
People with research background | 1 (2.6) | |||
Optimal IS training instructor characteristics/ background | Interdisciplinary team/multiple instructors | • Experience with research/grant writing (2) • Experience applying IS to policy/practice (3) • Experience using data (1) • At least 2 areas of expertise | 23 (59.0) | |
Experience in the field | • Implementing • Guiding policy makers • Working with many stakeholders • High-level implementers or policymakers | 16 (41.0) | ||
Combination of strong theoretical and practical experience | 7 (17.9) | “I would want someone who is academically strong because I would want a strong theoretical base…rather than just a 101 how-to. And experience as an implementer in whatever the discipline and someone who has applied this knowledge, because I would want them to be able to share lessons from the ground.” | ||
Non-specialist in a particular health area | 4 (10.3) | |||
Understanding of/experience in context | • LMIC context | 4 (10.3) | “I recently went to an IS training…by someone from the UK. There was a bit of discussion after that there was some disconnect between the overly-theoretically driven approach by the lecturer and the actual needs in African contexts. So you need more than an IS researcher from North—you need someone working in the African context as well.” | |
Theoretical expertise | 4 (10.3) | |||
Single coach/ coordinator | 2 (5.1) | |||
IS research background | 2 (5.1) | |||
Good teacher | • Lively/fun personality • Good communicators | 2 (5.1) | ||
High English competency | 1 (2.6) | |||
Mix of HIC/ LMIC instructors | 1 (2.6) | |||
Optimal IS post-training support | Mentorship | • Months or years duration • Monthly or less frequent calls • Face to face or Zoom options • Leading to certification/ability for trainee to coach/mentor (3) • On-demand (2) • Spreading knowledge to others in office • Feedback on application • Proposal writing | 25 (64.1) | “One key aspect…which is lacking in many IS programs is mentorship and apprenticeship…In the real world, you can’t just pick up theories and tools. It’s an unfortunate emphasis in the current programs. So much emphasis on the theories and frameworks, but little emphasis on mentorship. Beyond being a science, implementation is also an art. Transferring knowledge within the arts involves lots of learnings which are informal.” |
Network of peers, experts, & instructors; community of practice | • Opportunities to collaborate | 10 (25.6) | ||
Continuous capacity building | • Monthly seminars where trainees present • CME for implementation • Group activity • Webinar • Booster session | 5 (12.8) | ||
Small grant | 3 (7.7) | “Ideally there would be a small grant attached to that training…That’s when the educational input really becomes useful. Even if that is just offered to a few select participants who have shown promise, that is a quick and easy way to build the practice at the implementation frontline because those people…are going to engage their colleagues around it.” | ||
Developing a plan after training that is monitored | • Homework to apply models in delivery setting | 2 (5.1) | “Maybe during the training, you develop a project that you would go back to implement. Then working with someone—follow up with the trainer to talk about your stage of implementation.” | |
Optimal ongoing learning opportunities | Online library/ resource list | 4 (10.3) | ||
Mailing list of trainees | 1 (2.6) | |||
Newsletter or website for updates | 1 (2.6) | |||
Other/ Miscellaneous | Need to develop culture of IS | • Everyone should learn IS so can impact population | 2 (5.1) | |
Pressure | • Global paradigm shift toward IS necessitates capacity and skills in IS • Under pressure regarding implementation, and time is constrained | 2 (5.1) | ||
Resource requirements for doing IS well | 1 (2.6) | “It's really expensive to do this stuff well…The work itself. Training too, but IS itself is a big undertaking.” | ||
Umbrella IS organization | 1 (2.6) | |||
Offer professional training points | 1 (2.6) | |||
Language barrier of IS materials | • English – French | 4 (10.3) | ||
Funding mechanism for training? | 1 (2.6) | |||
Donors affect implementation | 1 (2.6) | “Sometimes something that worried me a lot is about monitoring and evaluating IS programs. This is so important, mainly for donor funded programs like PEPFAR and Global Fund things. All of them are worried and concerned about indicators. So they put in place lots of means and resources to ensure they can get indicators. But they aren’t realizing that the presence of these people trying to get information from them about indicators is affecting implementation.” | ||
Little IS expertise in Africa, but very needed | 1 (2.6) |