Principle | Key questions | Tools/ guidance/case study, etc |
Monitoring and Evaluation | ||
1 Evaluate using complexity and realist approaches to create evidence of impact and good practice and support for implementation. | In your project intervention design and monitoring plan have you considered: What works, for whom, in what respects, to what extent, in what contexts and how—and what change you aim to see in relation to this? | Nonadoption, abandonment, scale-up, spread, and sustainability (NASSS) framework built on a complexity assessment tool (CAT) methodology.24 |
Pedagogy | ||
2 Coach for capabilities, facilitate vertical development and support innovation |
| Understand any learning innovation as a complex intervention.25 Understand issues, such as adherence to guidelines.26 Understand the different approaches to innovation (eg,Transfer and Diffusion) but also the critiques of these approaches.27–29 The use of Learner Personas tools.30 |
3 Create connected and compassionate learning communities |
| Use participatory approaches.31 32 Include tools such as photovoice.33 Think through the ethical foundations of your work and consider taking a prioritarian approach.34 35 Compassion Rounds face.36 |
4 Develop coaching/facilitating faculty to support digital literacy and signpost to resources. |
| Understand approaches to supervision.37 Understand the concept of supportive supervision38 and the critiques of it.39 Do not rely on information dissemination models of learning. Understand how to use learning theory in developing your intervention40Understand the various approaches to understanding changes in practice, drawing on implementation science.41 42 |
Culture | ||
5 Cocreate a person-centred approach focussed on inclusivity. |
| See below for inclusion framework and inclusion framework for induction.43 |
6 Build equity into the design through overt EDI and GESI approaches building mutuality and bidirectional learning. |
| 44–47 |
7 Develop culturally transferable adaptable capabilities. | Does the intervention take into account the local context and what is relevant to local stakeholders? How can the intervention be adapted to the local context and is there flexibility in the approach? Have you unpacked what local context entails?For example, sex, disability, religion, social capital, socioeconomic status, local language, available infrastructure, sexual orientation, age, cost, geography, educational level, digital literacy, occupation, etc? | This is really important to get right. We need to make sure we have some flexibility built into the approach so interventions can be adapted.47 |
Organisational | ||
8 Align with organisational priorities including ecological sustainability. |
| 48 |
9 Build a virtual learning organisation that improves quality. | How will learning be identified throughout the project and used to improve the project? (Quality is often discussed and rarely defined. Building on the Trade-off analysis above, there are often different measures of quality which matter more to different stakeholders or are more relevant to one or other sub-system: for example, safety vs financial cost. An alternative framing is to consider stakeholder needs and explore how these can be met in a balanced way—for example patients need safe care but hospitals need to be able to afford it. This same focus on needs applies to learning: what is needed by the various stakeholders and how will they know define when their needs have been met?). Consider: What are the needs? How can the needs be met? How well are the needs met? | WHO Toolkit48 49 |
10 Build an adaptive system. | Can your project adapt as the context and priorities change? How will it do this? Consider: What is going on? What could go wrong? How can we make it better? (This builds again on the concepts of needs. These are dynamic and change as an individual changes and as their context changes. This requires an iterative approach which re-examines each aspect of the project recurrently. This could be embedded in a Kolb learning cycle, a plan-do-study-act (PDSA) cycle or a knowledge to action cycle.) | 48 |
EDI, equality, diversity and inclusion; GESI, gender equality and social inclusion.