Fidelity of Implementation: An Overlooked Yet Critical Construct to Establish Effectiveness of Evidence-Based Instructional Practices
Open accessAbstract
The discipline-based education research (DBER) community has been invested in the research and development of evidence-based instructional practices (EBIPs) for decades. Unfortunately, investigations of the impact of EBIPs on student outcomes typically do not characterize instructors’ adherence to an EBIP, often assuming that implementation was as intended by developers. The validity of such findings is compromised, since positive or negative outcomes can be incorrectly attributed to an EBIP when other factors impacting implementation are often present. This methodological flaw can be overcome by developing measures to determine the fidelity of implementation (FOI) of an intervention, a construct extensively studied in other fields, such as healthcare. Unfortunately, few frameworks to measure FOI in educational settings exist, which likely contributes to a lack of FOI constructs in most impact studies of EBIPs in DBER. In this Essay, we leverage the FOI literature presented in other fields to propose an appropriate framework for FOI within the context of DBER. We describe how this framework enhances the validity of EBIP impact studies and provide methodological guidelines for how it should be integrated in such studies. Finally, we demonstrate the application of our framework to peer instruction, a commonly researched EBIP within the DBER community.
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Fidelity in implementation is critical, as research shows that it is often poor.
“Fidelity in implementation is critical, as research shows that it is often poor (45–47).”
From Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020) · cites this paper as [47]
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The Need to Be Sure About CUREs: Discovery and Relevance as Critical Elements of CUREs for Nonmajors
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A Mixed-Methods Investigation of Clicker Implementation Styles in STEM
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Evidence-based teaching practices correlate with increased exam performance in biology
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Community-based propagation to scale up educational innovations in sustainability
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Reforming Assessment: Challenges Beyond Design
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An equitable and scalable approach to track fidelity of implementation in partnership with teachers
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Helping Practitioners and Researchers Identify and Use Education Research Literature
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Assessing the Fidelity of an Affirmative Cognitive Behavioral Group Intervention
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- Authors
- Stains, M., & Vickrey, T.
- Affiliations
- University of Nebraska–Lincoln (US)
- Corresponding author
- Stains, Marilyne
- ORCID
- Stains, Marilyne
- Venue
- CBE—Life Sciences Education
- Published
- 2017-03
- Volume
- 16
- Issue
- 1
- Pages
- rm1
- ISSN
- 1931-7913 (ISSN-L)
- PMC
- PMC5332058
- OpenAlex
- W2588831868
- Cited by
- 177
- References
- 56
- Citations by year
- 2026: 14 · 2025: 14 · 2024: 26 · 2023: 14 · 2022: 26 · 2021: 20 · 2020: 24 · 2019: 18 · 2018: 17 · 2017: 4
- FWCI
- 61.35
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
- PubMed Central (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- Lincoln (University of Nebraska) (submittedVersion)
- Funders
- National Science Foundation (1256003, 1347814)
- Topics
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- implementation fidelity, evidence-based instructional practices, discipline-based education research, peer instruction, intervention adherence, measurement framework, methodological recommendations
- MeSH terms
- Faculty, Humans, Students, Teaching
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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