{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,23]],"date-time":"2026-10-23T06:48:02Z","timestamp":1792738082985,"version":"4.5.0"},"reference-count":28,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2025,10,14]],"date-time":"2025-10-14T00:00:00Z","timestamp":1760400000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2025,10,14]],"date-time":"2025-10-14T00:00:00Z","timestamp":1760400000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"name":"OsloMet - Oslo Metropolitan University"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["BMC Med Educ"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>In recent years, the emphasis on quality improvement (QI), evidence-based practice (EBP), and knowledge translation (KT) in the education of health professionals has increased. Efforts have been made to identify commonalities between quality improvement and implementation science. However, the development of curricula that encompass these approaches remains poorly understood. Consequently, this study examines the implementation of a novel teaching module in quality improvement and evidence-based practice, designed for health sciences master\u2019s students. The objective was to explore how students apply a combination of QI, EBP, and KT principles to enhance health services through clinically relevant, project-based assessments.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>The study utilised a mixed-methods approach. A survey assessed students\u2019 self-perceived skills in quality improvement and the implementation of evidence-based practice. Of the 311 students enrolled, 163 (52%) participated in the pre-evaluation and 123 (39%) participated in the post-evaluation. Four focus group interviews with 24 students explored reflections on their learning process and the knowledge application within their respective professional fields. Project plans from 14 exam groups explored reflections on implementation. The qualitative data was analysed according to the principles of descriptive analysis.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Survey data indicated statistically significant improvements in seven student-reported learning outcomes from pre- to post-evaluation, specifically addressing issues such as setting up a literature search strategy and identifying relevant barriers and facilitators in planning an improvement project (\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&lt;\u20090.001). Learning outcomes were assessed as either confident or not confident. Focus groups and textual analysis identified three themes: teaching modelled as project consultation, improving with evidence, and qualifying for implementation work. Combined survey and qualitative data indicated that a supervised project exam is recommended. Integrating QI, EBP, and KT is advisable, but clarification of their integration is needed. Additionally, planning an improvement project for implementation in an existing organization is recommended as a framework for a project exam.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The study supports a module for teaching quality improvement and implementation science within an integrated course for master\u2019s students. Additionally, the study demonstrated the usefulness of a supervised continuous group examination task. Teachers adopting this course design should offer students a clear, robust, and explicit model for improving health services.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1186\/s12909-025-07838-9","type":"journal-article","created":{"date-parts":[[2025,10,14]],"date-time":"2025-10-14T14:54:36Z","timestamp":1760453676000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Integrating quality improvement, evidence-based practice, and knowledge translation into a health Sciences masters\u2019 programme: a mixed methods study"],"prefix":"10.1186","volume":"25","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6494-3417","authenticated-orcid":false,"given":"Per","family":"Koren Solvang","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jan Egil","family":"Nordvik","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Anders","family":"Vege","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hilde Tinderholt","family":"Myrhaug","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2025,10,14]]},"reference":[{"key":"7838_CR1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1186\/s13012-015-0326-x","volume":"10","author":"SE Straus","year":"2015","unstructured":"Straus SE, Sales A, Wensing M, Michie S, Kent B, Foy R. Education and training for implementation science: our interest in manuscripts describing education and training materials. Implement Sci. 2015;10:1\u20134.","journal-title":"Implement Sci"},{"key":"7838_CR2","doi-asserted-by":"crossref","first-page":"Article817750","DOI":"10.3389\/frhs.2021.817750","volume":"1","author":"P Nilsen","year":"2022","unstructured":"Nilsen P, Thor J, Bender M, Leeman J, Andersson-G\u00e4re B, Sevdalis N. Bridging the silos: a comparative analysis of implementation science and improvement science. Front Health Serv. 2022;1:Article817750.","journal-title":"Front Health Serv"},{"issue":"10092","key":"7838_CR3","doi-asserted-by":"crossref","first-page":"415","DOI":"10.1016\/S0140-6736(16)31592-6","volume":"390","author":"B Djulbegovic","year":"2017","unstructured":"Djulbegovic B, Guyatt GH. Progress in evidence-based medicine: a quarter century on. Lancet. 2017;390(10092):415\u201323.","journal-title":"Lancet"},{"key":"7838_CR4","doi-asserted-by":"crossref","first-page":"3","DOI":"10.1093\/oso\/9780197660690.003.0001","volume-title":"Dissemination and implementation research in health: translating science to practice","author":"M Silver","year":"2023","unstructured":"Silver M, Colditz G, Emmons K. The promise and challenges of dissemination and implementation research. In: Brownson R, Colditz G, Proctor E, editors. Dissemination and implementation research in health: translating science to practice. Oxford: Oxford University Press; 2023. pp. 3\u201326."},{"issue":"1","key":"7838_CR5","doi-asserted-by":"crossref","first-page":"1725308","DOI":"10.1080\/23311975.2020.1725308","volume":"7","author":"A Nordin","year":"2020","unstructured":"Nordin A, Areskoug-Josefsson K. Effects of a Swedish master\u2019s programme on quality improvement and leadership-A qualitative study on micro, meso and macro levels of the welfare sector. 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All students provided informed consent to participate in the study, either as interview participants or as co-authors of an examination paper. All participants were informed that they could withdraw from participation during the analysis without affecting their studies at the university. One student withdrew after participating in a focus group interview. The first author meticulously omitted all contributions from this student.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics approval and consent to participate"}},{"value":"Not applicable.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}},{"value":"The authors declare no competing interests.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"1420"}}