scholarly journals 90232 Implementing the innovative academic Learning Health System Scholars (aLHSS) Postdoctoral Training Program (TL1) at Wake Forest University Health Sciences (WFUHS)

2021 ◽  
pp. 1-2
Author(s):  
Rachel Woodside ◽  
Gary Rosenthal ◽  
Claudia Olivier
Keyword(s):  
Health System ◽  
Training Program ◽  
Health Sciences ◽  
Academic Learning ◽  
Postdoctoral Training ◽  
Learning Health System

scholarly journals Community-Engaged Research: Common Themes and Needs Identified by Investigators and Research Teams at an Emerging Academic Learning Health System

2021 ◽  
Vol 18 (8) ◽  
pp. 3893
Author(s):  
Megan B. Irby ◽  
Keena R. Moore ◽  
Lilli Mann-Jackson ◽  
DeWanna Hamlin ◽  
Isaiah Randall ◽  
...  
Keyword(s):  
Public Health ◽  
Health System ◽  
Population Health ◽  
Southeastern United States ◽  
Academic Learning ◽  
Structured Interviews ◽  
Research Teams ◽  
Community Engaged Research ◽  
Learning Health System ◽  
Academic Partnerships

Community-engaged research (CEnR) has emerged within public health and medicine as an approach to research designed to increase health equity, reduce health disparities, and improve community and population health. We sought to understand how CEnR has been conducted and to identify needs to support CEnR within an emerging academic learning health system (aLHS). We conducted individual semi-structured interviews with investigators experienced in CEnR at an emerging aLHS in the southeastern United States. Eighteen investigators (16 faculty and 2 research associates) were identified, provided consent, and completed interviews. Half of participants were women; 61% were full professors of varied academic backgrounds and departments. Interviews were audio-recorded, transcribed, coded, and analyzed using constant comparison, an approach to grounded theory. Twenty themes emerged that were categorized into six domains: Conceptualization and Purpose, Value and Investment, Community-Academic Partnerships, Sustainability, Facilitators, and Challenges. Results also identified eight emerging needs necessary to enhance CEnR within aLHSs. The results provide insights into how CEnR approaches can be harnessed within aLHSs to build and nurture community-academic partnerships, inform research and institutional priorities, and improve community and population health. Findings can be used to guide the incorporation of CEnR within aLHSs.

Generating Knowledge from Best Care: Advancing the Continuously Learning Health System

2016 ◽  
Vol 6 (9) ◽  
Author(s):  
Edward Abraham ◽  
◽  
Carlos Blanco ◽  
Celeste Castillo Lee ◽  
Jennifer B. Christian ◽  
...  
Keyword(s):  
Health System ◽  
Learning Health System

scholarly journals Sustainable generation of patient‐led resources in a learning health system

2021 ◽  
Author(s):  
Jennie David ◽  
Catalina Berenblum Tobi ◽  
Samantha Kennedy ◽  
Alexander Jofriet ◽  
Madeleine Huwe ◽  
...  
Keyword(s):  
Health System ◽  
Learning Health System

scholarly journals Curricular Change and Resiliency in the Era of Coronavirus (COVID-19): The Uniformed Services University of the Health Sciences (USU) Experience

2020 ◽  
Author(s):  
Arnyce R Pock ◽  
Pamela M Williams ◽  
Ashley M Maranich ◽  
Ryan R Landoll ◽  
Catherine T Witkop ◽  
...  
Keyword(s):  
Health System ◽  
Health Sciences ◽  
Lessons Learned ◽  
Organizational Response ◽  
Educational Goals ◽  
Military Health System ◽  
Military Health ◽  
Health Crisis ◽  
Core Curricula ◽  
The Military

ABSTRACT Introduction The Coronavirus (COVID-19) pandemic has presented a myriad of organizational and institutional challenges. The Uniformed Services University of the Health Sciences, like many other front line hospitals and clinics, encountered a myriad of challenges in fostering and sustaining the education of students enrolled at the nation’s only military medical school. Critical to the function of any academic medical institution, but particularly one devoted to the training of future physicians for the Military Health System, was the ability to rapidly adapt, modify, and create new means of keeping medical students engaged in their core curricula and progressing toward full and timely attainment of established educational goals and objectives. Methods This article highlights some of the particular challenges faced by faculty and students during the first 6 months of the COVID-19 pandemic and describes how they were managed and/or mitigated. Results Six key “lessons learned” were identified and summarized in this manuscript. These lessons may be applicable to other academic institutions both within and outside of the Military Health System. Conclusions Recognizing and embracing these key tenets of academic change management can accelerate the generation of a cohesive, organizational response to the next pandemic or public health crisis.

scholarly journals Analytical Methods for a Learning Health System: 1. Framing the Research Question

2017 ◽  
Vol 5 (1) ◽  
pp. 28
Author(s):  
Michael Stoto ◽  
Michael Oakes ◽  
Elizabeth Stuart ◽  
Lucy Savitz ◽  
Elisa L. Priest ◽  
...  
Keyword(s):  
Health System ◽  
Analytical Methods ◽  
Research Question ◽  
Learning Health System ◽  
System 1

scholarly journals An Analysis of the Learning Health System in Its First Decade in Practice: Scoping Review (Preprint)

2019 ◽  
Author(s):  
Jodyn E Platt ◽  
Minakshi Raj ◽  
Matthias Wienroth
Keyword(s):  
Health Care ◽  
Health System ◽  
Thematic Analysis ◽  
Scoping Review ◽  
Rapid Learning ◽  
The Past ◽  
Learning From Data ◽  
Learning Health System ◽  
Over Time ◽  
Value Of Health

BACKGROUND In the past decade, Lynn Etheredge presented a vision for the Learning Health System (LHS) as an opportunity for increasing the value of health care via rapid learning from data and immediate translation to practice and policy. An LHS is defined in the literature as a system that seeks to continuously generate and apply evidence, innovation, quality, and value in health care. OBJECTIVE This review aimed to examine themes in the literature and rhetoric on the LHS in the past decade to understand efforts to realize the LHS in practice and to identify gaps and opportunities to continue to take the LHS forward. METHODS We conducted a thematic analysis in 2018 to analyze progress and opportunities over time as compared with the initial <i>Knowledge Gaps and Uncertainties</i> proposed in 2007. RESULTS We found that the literature on the LHS has increased over the past decade, with most articles focused on theory and implementation; articles have been increasingly concerned with policy. CONCLUSIONS There is a need for attention to understanding the ethical and social implications of the LHS and for exploring opportunities to ensure that these implications are salient in implementation, practice, and policy efforts.

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