PurposeLearning health systems (LHSs), defined as a systematic process for aligning science, informatics, and clinical practice to integrate providers, researchers, and patients as active participants in an evidence-based care continuum, can provide an ideal environment for academic health centers to rapidly adopt evidence-based guidelines and translate research into practice. However, few LHS frameworks are specifically adapted for academic health centers. The authors wanted to identify the definitions, components, and other features of LHSs to develop an interdisciplinary LHS framework for use within academic health centers. MethodThe authors conducted a scoping review of the literature to identify definitions, components, and other features of LHSs that are useful to academic health centers. In January 2021, they searched PubMed, Academic Search Premier, and Scopus databases and identified English-language, peer-reviewed articles pertaining to LHS, LHS frameworks, organization, components, and models. Since the phrase learning health system is relatively new terminology, they conducted a supplemental review with alternative phrases, including embedded research and coordinated or collaborative research network. They used the Knowledge to Action (KTA) Framework to integrate the generation and flow of research into practice.
Introduction As a local response to the COVID‐19 global pandemic, the University of Alabama at Birmingham (UAB) established the UAB COVID‐19 Collaborative Outcomes Research Enterprise (CORE), an institutional learning health system (LHS) to achieve an integrated health services outcomes and research response. Methods We developed a network of expertise and capabilities to rapidly develop and deploy an institutional‐level interdisciplinary LHS. Based upon a scoping review of the literature and the Knowledge to Action Framework, we adopted a LHS framework identifying contributors and components necessary to developing a system within and between the university academic and medical centers. We used social network analysis to examine the emergence of informal work patterns and diversified network capabilities based on the LHS framework. Results This experience report details three principal characteristics of the UAB COVID‐19 CORE LHS development: (a) identifying network contributors and components; (b) building the institutional network; and (c) diversifying network capabilities. Contributors and committees were identified from seven components of LHS: (a) collaborative and executive leadership committee, (b) research coordinating committee, (c) oversight and ethics committee, (d) thematic scientific working groups, (e) programmatic working groups, (f) informatics capabilities, and (g) patient advisory groups. Evolving from the topical interests of the initial CORE participants, scientific working groups emerged to support the learning system network. Programmatic working groups were charged with developing a comprehensive and mutually accessible COVID‐19 database. Discussion Our LHS framework allowed for effective integration of multiple academic and medical centers into a cohesive institutional‐level learning system. Network analysis indicated diversity of institutional disciplines, professional rank, and topical focus pertaining to COVID‐19, with each center leveraging existing institutional responsibilities to minimize gaps in network capabilities. Conclusion Incorporating an adapted LHS framework designed for academic medical centers served as a foundational resource supporting further institutional‐level efforts to develop agile and responsive learning networks.
OBJECTIVES/GOALS: We focus on the following mission aligned activities centered upon optimizing the culture around inclusion, equity and diversity in the clinical and translational research faculty at UAB: To identify, support and promote Diversity, Equity and Inclusion (DEI) faculty award recognition and leadership program participation locally, regionally and nationallyTo identify, support and promote senior faculty representation on DEI-focused regional, national, and international scientific advisory committees of foundation, professional society and federal programsTo identify opportunities and support the development of competitive DEI-focused foundation, professional society and federal grant applicationsTo support the academic advancement, promotion and tenure among DRIVEN communityTo sponsor and convene professional development and social activities for the DRIVEN communityMETHODS/STUDY POPULATION: A partnership of the Center for Clinical and Translational Science Training Academy and the Scientific Community of Outcomes Researchers (SCOR), DRIVEN is a multi-faceted solution to enhance workforce diversity by promoting individual and collective professional development, recognition, and advancement to foster an inclusive, equitable, and diverse research workforce. DRIVEN provides a platform, a community, and a common place where individuals can access resources to more easily identify opportunities aligned with their specific research goals, as well as peer and network support at every step along their professional journey. DRIVEN is uniquely aligned to assist investigators with applying for funding through NIH diversity supplements, foundation opportunities, and other national awards. RESULTS/ANTICIPATED RESULTS: DRIVEN provides networking opportunities, information, and writing support for funding opportunities. Since its inception, less than a year ago, we have seen an increase in writing groups, matched investigators with funding opportunities, and provided networking opportunities for mentors and mentees to meet and for peer mentoring to occur. The interest and momentum surrounding DRIVEN both from internal advisory groups and external advisory groups is significant and will only continue with the endorsement of UAB leadership. DRIVEN is expected to be used as a tool for the recruitment and retention of diverse faculty not only within the UAB community but across the CCTS Partner Network thus changing healthcare in the region. DISCUSSION/SIGNIFICANCE OF IMPACT: According to the NIH, research shows that diverse teams who capitalize on innovative ideas and distinct perspectives outperform less diverse teams. Not only is achieving diversity in the biomedical research workforce critical, but providing diverse researchers with access to support and community is competitive necessity.
OBJECTIVES/SPECIFIC AIMS: 1. Foster a community of scholars – by centering on training and professional development programs that assist with career progression. 2. Improve heath equity for the community – by developing innovative ways to capture data, address problems, deliver solutions, and disseminate results to patients and people everywhere. 3. Facilitate interdisciplinary teams at all career stages – by providing opportunities for researchers, regardless of discipline and career stage, to engage in dialogue with others. SCOR has developed a series of programs to address each stage in the career arch. LEAD: Learn Enhance Advance Drive develops a pipeline of future leaders within UAB by engaging junior faculty and staff who are in leadership roles or will be in leadership roles soon to develop fundamental competencies. The one-year, cohort-based program enables junior faculty and staff to enhance their interpersonal skills, professional skills, and leadership skills. The program uses the Leadership Competency Model to provide the framework for the chosen topics. The K2R program provides structured activities over a 4– 5 month timeline to assist cohorts of scholars in their preparation of a specific grant application. Leveraging existing programs, like Project Panels, and offerings including a Specific Aims Workshop, K and R Writing Groups, and Mock Study Section, the SCOR extends the engagement of scholars in their ongoing research development. METHODS/STUDY POPULATION: Using quantitative methods, we have conducted surveys to measure effectiveness of weekly didactic sessions and topics. We use qualitative methods such as interviews and focus groups to better understand the relevance of the individual programs and the larger community of SCOR. RESULTS/ANTICIPATED RESULTS: N/A DISCUSSION/SIGNIFICANCE OF IMPACT: Creating a community of interdisciplinary investigators will greatly impact research at the institution.
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