Moving research tools into practice: the successes and challenges in promoting uptake of classification tools

Abstract

Purpose: In this paper, we present our experiences – both successes and challenges – in implementing evidence-based classification tools into clinical practice. We also make recommendations for others wanting to promote the uptake and application of new research-based assessment tools.

Method: We first describe classification systems and the benefits of using them in both research and practice. We then present a theoretical framework from Implementation Science to report strategies we have used to implement two research-based classification tools into practice. We also illustrate some of the challenges we have encountered by reporting results from an online survey investigating 58 Speech-language Pathologists’ knowledge and use of the Communication Function Classification System (CFCS), a new tool to classify children’s functional communication skills.

Result and conclusions: We offer recommendations for researchers wanting to promote the uptake of new tools in clinical practice. Specifically, we identify structural, organizational, innovation, practitioner, and patient-related factors that we recommend researchers address in the design of implementation interventions. Roles and responsibilities of both researchers and clinicians in making implementations science a success are presented.

Implications for rehabilitation

• Promoting uptake of new and evidence-based tools into clinical practice is challenging.

• Implementation science can help researchers to close the knowledge-to-practice gap.

• Using concrete examples, we discuss our experiences in implementing evidence-based classification tools into practice within a theoretical framework.

• Recommendations are provided for researchers wanting to implement new tools in clinical practice. Implications for researchers and clinicians are presented.

Keywords:

• Implementation science
• research-to-practice
• speech-language pathology
• classification tools
• children

Acknowledgements

The authors gratefully acknowledge those clinicians who volunteered their time to participate in our online survey and intervention.

Disclosure statement

The authors report no declarations of interest.