CHEST Guidelines-Bringing-MedEd-Interventions-From-the-Bench-to-the

Bringing-MedEd-Interventions-From-the-Bench-to-the

Pdf Summary

In the field of Pulmonary and Critical Care Medicine (PCCM), clinical learning environments are intricate and present unique challenges for educators and learners, as they operate across diverse settings. Over the past decade, advancements have been made in PCCM education, notably in assessment innovations and interprofessional care. However, challenges persist in effectively innovating, measuring, scaling, and sustaining educational interventions. To overcome these, the commentary suggests leveraging implementation science, an approach that addresses behavioral, organizational, and contextual factors to bridge the gap between knowledge and optimal practice.<br /><br />Implementation science, historically intertwined with education, offers valuable methodologies like logic models that can enhance educational strategies by mapping ideal learner behaviors and highlighting the need for additional mechanisms to affect lasting change. An example cited in CHEST demonstrates how applying implementation science principles to a novel simulation-based curriculum for managing massive hemoptysis improved participants’ confidence and competence.<br /><br />PCCM education can also benefit from how implementation science emphasizes measuring implementation outcomes—distinct from clinical outcomes and traditionally overlooked educational measurements. By developing a taxonomy of outcomes, educators can better assess whether interventions achieve their intended educational or practice transformations.<br /><br />The commentary underlines the need for scalability and sustained impact, highlighting how local educational innovations often lack funding and rely on volunteer efforts. Mirroring strategies from implementation science, focusing on explicit outcomes can enhance planning, execution, and measurement, fostering broader dissemination and sustained success.<br /><br />Adopting implementation science in PCCM can spur educational advancements across design, measurement, and scaling, shifting innovations from conceptual stages directly into practice, while respecting constraints and learning from adjacent domains like quality improvement. The potential challenges include adapting from the entrenched apprenticeship model to a more structured application of implementation science methodologies.

Keywords

Pulmonary and Critical Care Medicine

clinical learning environments

assessment innovations

interprofessional care

implementation science

educational strategies

simulation-based curriculum

measuring outcomes

scalability

sustained impact