Learning health systems from an academic perspective: establishing a collaboratory within a school of medicine and health sciences

McDonald, Paige; Wees, Philip J. van der; Weaver, Gregory C; Harwood, Kenneth; Phillips, Jessica R; Corcoran, Mary

doi:10.1080/10872981.2021.1917038

Cited by 6 publications

(8 citation statements)

References 8 publications

(10 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recent literature has begun to investigate the requisite competencies and skills needed to build LHS. Forrest presented a core set of 33 competencies for researchers embedded in LHS categorised into seven domains that included (1) systems science, (2) research questions and standards of scientific evidence, (3) research methods, (4) informatics, (5) ethics of research and implementation in health systems, (6) improvement and implementation science and (7) engagement. 7 However, further identification of the personal competencies (knowledge, skills and attitudes) required of other stakeholders within LHS remain in question.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

“…Finally, according to Friedman et al ‘a system consists of component parts acting in unison to achieve goals not attainable by any subset of the components’ (p1) 5. Correspondingly, self-monitoring and improving performance through continuous cycles of learning-supported by people, policy and processes-transforms health systems into LHS 5 6…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Identifying requisite learning health system competencies: a scoping review

et al. 2022

Self Cite

View full text Add to dashboard Cite

ObjectivesLearning health systems (LHS) integrate knowledge and practice through cycles of continuous quality improvement and learning to increase healthcare quality. LHS have been conceptualised through multiple frameworks and models. Our aim is to identify and describe the requisite individual competencies (knowledge, skills and attitudes) and system competencies (capacities, characteristics and capabilities) described in existing literature in relation to operationalising LHS.MethodsA scoping review was conducted with descriptive and thematic analysis to identify and map competencies of LHS for individuals/patients, health system workers and systems. Articles until April 2020 were included based on a systematic literature search and selection process. Themes were developed using a consensus process until agreement was reached among team members.ResultsEighty-nine articles were included with most studies conducted in the USA (68 articles). The largest number of publications represented competencies at the system level, followed by health system worker competencies. Themes identified at the individual/patient level were knowledge and skills to understand and share information with an established system and the ability to interact with the technology used to collect data. Themes at the health system worker level were skills in evidence-based practice, leadership and teamwork skills, analytical and technological skills required to use a ‘digital ecosystem’, data-science knowledge and skill and self-reflective capacity. Researchers embedded within LHS require a specific set of competencies. Themes identified at the system level were data, infrastructure and standardisation; integration of data and workflow; and culture and climate supporting ongoing learning.ConclusionThe identified individual stakeholder competencies within LHS and the system capabilities of LHS provide a solid base for the further development and evaluation of LHS. International collaboration for stimulating LHS will assist in further establishing the knowledge base for LHS.

show abstract

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Identifying requisite learning health system competencies: a scoping review

et al. 2022

Self Cite

View full text Add to dashboard Cite

show abstract

“…In contrast, centralized LHSs often have the expertise to conduct learning cycles but may have limited access to quality and actionable data to generate meaningful information. 19 Some LHSs also function primarily as consultancy services, often housed within academic departments 22,23 but are limited if they are not a standard part of a health system’s operations. Irrespective of format, existing LHSs consistently emphasize the extensive time and effort required to establish an initial LHS infrastructure.…”

Section: The Current State Of Lhss: An Environmental Scanmentioning

confidence: 99%

How Dissemination and Implementation Science Can Contribute to the Advancement of Learning Health Systems

Trinkley¹,

Ho²,

Glasgow³

et al. 2022

Academic Medicine

View full text Add to dashboard Cite

Many health systems are working to become learning health systems (LHSs), which aim to improve the value of health care by rapidly, continuously generating evidence to apply to practice. However, challenges remain to advance toward the aspirational goal of becoming a fully mature LHS. While some important challenges have been well described (i.e., building system-level supporting infrastructure and the accessibility of inclusive, integrated, and actionable data), other key challenges are underrecognized, including balancing evaluation rapidity with rigor, applying principles of health equity and classic ethics, focusing on external validity and reproducibility (generalizability), and designing for sustainability. Many LHSs focus on continuous learning cycles, but with limited consideration of issues related to the rapidity of these learning cycles, as well as the sustainability or generalizability of solutions. Some types of data have been consistently underrepresented, including patient-reported outcomes and preferences, social determinants, and behavioral and environmental data, the absence of which can exacerbate health disparities. A promising approach to addressing many challenges that LHSs face may be found in dissemination and implementation (D&I) science. With an emphasis on multilevel dynamic contextual factors, representation of implementation partner engagement, pragmatic research, sustainability, and generalizability, D&I science methods can assist in overcoming many of the challenges facing LHSs. In this article, the authors describe the current state of LHSs and challenges to becoming a mature LHS, propose solutions to current challenges, focusing on the contributions of D&I science with other methods, and propose key components and characteristics of a mature LHS model that others can use to plan and develop their LHSs.

show abstract

“…This cycle highlights the importance and value of collecting data regularly to optimize knowledge translation activities within and beyond health systems or organizations. Thus, the benefit of an LHS is to improve care that focuses on patient needs, population health, patient and health professional care experience, and health-related costs (9,10). This LHS approach has been used successfully in several areas of health (Enticott et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Evaluating Health Organization Readiness for Implementing a Learning Health System: Literature Review to Inform Questionnaire Development

Zomahoun,

Giroux,

Boies

et al. 2024

Preprint

View full text Add to dashboard Cite

Objective: Adopting a learning health system (LHS) is a promising approach to bridging knowledge-to-practice gaps. The aim of this study was to explore how LHS are defined and characterized in the literature, the barriers and facilitators health organizations may face when implementing an LHS, and what tools currently exist to help health organizations assess their readiness to implement an LHS. Methods: A literature review was conducted to identify items relevant for developing the content of an LHS readiness questionnaire. PubMed and the Learning Health Systems journal were searched from inception to December 2023. Publications that addressed the definitions, frameworks, characteristics, barriers, and facilitators of an LHS were included. Results: Of the 28 included articles, 16 provided a definition of LHS–eight of which were based on the Institute of Medicine’s definition (i.e., where science, informatics, incentives, and culture are aligned for continuous improvement and innovation). 16 articles provided domains associated with an LHS framework that informed our questionnaire. These included data to knowledge, knowledge to practice, practice to data, and core values. Barriers to adopting an LHS approach included financial constraints, time, and the complexity of the task; facilitators included financial incentives, government mandates, and consistent implementation across centres. Conclusion: Few specific LHS readiness tools have been outlined in the extant literature. Current readiness tools derived from quality improvement contexts may be helpful but not sufficiently specific for assessing healthcare organizations’ readiness to implement an LHS. A new LHS readiness questionnaire may help meet this need, but further refinement and validation is required.

show abstract

Learning health systems from an academic perspective: establishing a collaboratory within a school of medicine and health sciences

Cited by 6 publications

References 8 publications

Identifying requisite learning health system competencies: a scoping review

Identifying requisite learning health system competencies: a scoping review

How Dissemination and Implementation Science Can Contribute to the Advancement of Learning Health Systems

Evaluating Health Organization Readiness for Implementing a Learning Health System: Literature Review to Inform Questionnaire Development

Contact Info

Product

Resources

About