DRAFT. This version of the catalogue is a draft version and subject to change.
Unless you have been specifically directed here, you probably want to use the main catalogue.
Last modified: 27 May 2026 15:46
Ever wondered why effective interventions aren’t used as often as they should be, or why ineffective ones persist? Effectiveness is only part of the equation—the other is implementability: the factors that help or hinder (de)implementation across contexts and over time. This course introduces the key concepts and methods of Implementation Science to help students understand and address these challenges across fields such as health, education, policy, and climate mitigation.
| Study Type | Postgraduate | Level | 5 |
|---|---|---|---|
| Term | First Term | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
|
||
Intended learning outcomes:
This course introduces students to the real-world challenges of implementing or de-implementing evidence and the methods used to address these issues. By the end of the course, students will be able to:
1. Critically examine key implementation theories, models, and frameworks and how they are used to diagnose and address determinants of (de)implementation.
2. Specify a (de)implementation problem using behavioural frameworks.
3. Situate a (de)implementation problem on the Medical Research Council’s (MRC) framework and identify key stakeholders relevant to the problem and their uncertainties.
4. Identify (de)implementation strategies in published protocols of implementation interventions and appraise their appropriateness to address determinants of the (de)implementation problem.
Topics the course covers:
• Identification and diagnosis of (de)implementation gaps
• Specification of (de)implementation gap using behavioural frameworks
• MRC’s framework for the design and evaluation of complex interventions (i.e., implementation interventions)
• Implementation science theories, models, and frameworks for diagnosing, designing, and evaluating implementation interventions
• Relationship between evidence synthesis and implementation processes
• Landscape of implementation science and what’s next
Teaching and learning methods:
Teaching and learning for this course will involve a combination of class lectures and discussions, peer presentations and feedback, self-study of recommended reading material, discussion boards, quizzes, and assignments. On average you can expect to spend around 15 hours per week attending the lecture, working through the materials, and contributing to the discussion board. This time commitment includes preparation time for formal assessments.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 10 | |
|---|---|---|---|---|
| Assessment Weeks | 10,11,12,13,14,15,16,17,18,19 | Feedback Weeks | 11,12,13,14,15,16,17,18,19,20 | |
| Feedback |
10 short content knowledge-testing MCQs will be given at the beginning of each class (15 mins long) starting in the 2nd week of lectures. Students can remove the worst two quiz grades, with the top 8 contributing to the assessment. The intent is to reinforce and assess the factual and conceptual knowledge across the ILOs. |
|||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Critically examine key implementation theories, models, and frameworks and how they are used to diagnose and address determinants of (de)implementation. |
| Conceptual | Apply | Situate a (de)implementation problem on the Medical Research Council’s (MRC) framework and identify key stakeholders relevant to the problem and their uncertainties. |
| Conceptual | Apply | Specify a (de)implementation problem using behavioural frameworks. |
| Conceptual | Evaluate | Identify (de)implementation strategies in published protocols of implementation interventions and appraise their appropriateness to address determinants of the (de)implementation problem. |
| Assessment Type | Summative | Weighting | 50 | |
|---|---|---|---|---|
| Assessment Weeks | 20 | Feedback Weeks | 25 | |
| Feedback |
Students will conduct a peer review of a published implementation science protocol using tools and methods from the course. This will be under exam conditions, so students will not know the protocol to review in advance of the exam. |
|||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Apply | Situate a (de)implementation problem on the Medical Research Council’s (MRC) framework and identify key stakeholders relevant to the problem and their uncertainties. |
| Conceptual | Apply | Specify a (de)implementation problem using behavioural frameworks. |
| Conceptual | Evaluate | Identify (de)implementation strategies in published protocols of implementation interventions and appraise their appropriateness to address determinants of the (de)implementation problem. |
| Assessment Type | Summative | Weighting | 40 | |
|---|---|---|---|---|
| Assessment Weeks | 13,14,15,16,17 | Feedback Weeks | 16,17,18,19,20 | |
| Feedback |
Students will conduct a critical review of an implementation science TMF using two source papers – 1 core text describing the TMF and 1 research article describing the TMFs application in an applied implementation project (in past 5 years). They will produce a 1-page executive summary of each to be shared with the class in written format and class presentation. Students will be encouraged to incorporate presentation feedback into their final submission of written work which will be due 1 week later. |
|||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Critically examine key implementation theories, models, and frameworks and how they are used to diagnose and address determinants of (de)implementation. |
| Assessment Type | Formative | Weighting | 0 | |
|---|---|---|---|---|
| Assessment Weeks | 14,15,16,17,18 | Feedback Weeks | 14,15,16,17,18 | |
| Feedback |
Students will conduct a critical review of an implementation science TMF using two source papers – 1 core text describing the TMF and 1 research article describing the TMFs application in an applied implementation project (in past 5 years). They will produce a 1-page executive summary of each to be shared with the class in written format and class presentation. Students will have the opportunity to present their review to gather both instructor and student feedback. This will be used to guide the final submission of written work 1 week later. |
|||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Critically examine key implementation theories, models, and frameworks and how they are used to diagnose and address determinants of (de)implementation. |
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 28,29,30 | Feedback Weeks | 29,30,31 | |
| Feedback |
The aim of the resit is to assess the student’s learning throughout the course and is not focussed on any particular assessment, including the assessment(s) they failed during the course. |
|||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
|
|
||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Critically examine key implementation theories, models, and frameworks and how they are used to diagnose and address determinants of (de)implementation. |
| Conceptual | Evaluate | Identify (de)implementation strategies in published protocols of implementation interventions and appraise their appropriateness to address determinants of the (de)implementation problem. |
| Conceptual | Apply | Specify a (de)implementation problem using behavioural frameworks. |
| Conceptual | Apply | Situate a (de)implementation problem on the Medical Research Council’s (MRC) framework and identify key stakeholders relevant to the problem and their uncertainties. |
We have detected that you are have compatibility mode enabled or are using an old version of Internet Explorer. You either need to switch off compatibility mode for this site or upgrade your browser.
