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As a student or researcher, how do you gain clarity on your proposed implementation research? I teach the “Implementation Science in Practice” graduate course at Western University. One of the first assignments is for students to develop an implementation science project. Students find this task quite complicated and challenging.

I often get questions from student researchers on how the four questions have been successfully applied to a single case. One of the best examples is the Mobilization of Vulnerable Elders (MOVE) initiative to promote early mobilization practices for vulnerable seniors admitted to hospitals.

Curran uses a teaching tool to help individuals think like implementation scientists by outlining five points: describing the ‘thing’ (describing the intervention), analyzing if the ‘thing’ works (utilizing effectiveness research), understanding how to do the ‘thing’ (conducting implementation research), what we do to help do the ‘thing’ (applying implementation strategies), and how much and how well the ‘thing’ is done (analyzing implementation outcomes). I consider this one of the most straightforward explanations of implementation science.

I had the opportunity to learn about the Grade 5 ACT-i-Pass Program from Jason Gilliland in the Department of Geography and Environment at Western University. The goal of the program is to reduce physical inactivity among children. The program, launched in 2013, provides a pass that grants grade 5 residents of London access to a variety of activities such as swimming and basketball from participating service providers such as YMCA and Boys & Girls Club of London, with a ‘plus one’ such as a friend or family member at no cost.