Introduction The Norwegian healthcare system is committed to SDM and training healthcare professionals is crucial for successful implementation. Evaluated SDM training modules, including Germany’s doktormitSDM and trainings from the Ottawa Hospital Research Institute are available. In response to an identified lack of SDM training in Norway, we aimed to develop a meta-curriculum consisting of several evaluated evidence-based SDM training modules addressing various health care professionals.

Methods Since implementation is an essential part of development, we chose The Knowledge-to- Action framework (KTA) as guidance for the research agenda. The first of the seven-step process involves identifying evidence-practice gaps, e.g.,inadequate SDM training. Each step may trigger new knowledge production to inform further implementation steps. Single components and entire modules of the meta-curriculum were evaluated using mixed and multiple study designs including piloting, pre-/post-test and RCT.

Results The results align with the seven KTA-steps:

1) Assessment showed that SDM training is not implemented.

2) Adaptation of training modules involved translation adaption to context, formats, target groups, and timeframes.

3) Preliminary testing demonstrated the need for new training methods and modules due to identified barriers and enablers.

4) Tailored implementation strategies were chosen, such as utilizing certified SDM ambassadors trained in the Train-the-trainer-module.

5) Usage monitoring was carried out using process indicators like the number of conducted trainings.

6) Results from eight studies(N=937 participants) in tree health regions and multiple quality improvement projects(N=488 participants) demonstrated the positive reception, feasibility, and effective enhancement of SDM competencies through the Ready for SDM program.

7) For sustainability, a feedback-driven continuous learning system integrates certified trainers delivering SDM training and the meta-curriculum is incorporated into the strategy of the South-Eastern Health Authority.

Discussion The meta-curriculum represents a novel approach, addressing barriers to SDM training implementation through its multi-modular, adaptive design, utilizing a generic pedagogical and interprofessional approach, and employing a continuous feedback-driven learning system, rather than a standardized curriculum.

Conclusion Further evaluation is required to determine if ‘Ready-for-SDM’ as part of a multifaceted implementation strategy will improve the quality of healthcare decisions.