Learning Health Systems最新文献

{"title":"Trends in electronic health record metadata use for management purposes","authors":"Nuo Xu,&nbsp;Ishwar Badwaik,&nbsp;Gunwoo Lee,&nbsp;Eric W. Ford","doi":"10.1002/lrh2.70001","DOIUrl":"https://doi.org/10.1002/lrh2.70001","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study aims to analyze hospitals' adoption and integration of electronic health record (EHR) metadata into their management processes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>The study compares the rates of EHR metadata utilization across various hospitals over time. Hospitals' self-reported use of EHR metadata is drawn from the AHA-IT Supplements from 2018 to 2020. An analysis of metadata utilization by EHR vendors is also provided.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The study uses Bass diffusion modeling to estimate EHR adoption parameters by fitting adoption rate data from 2018 to 2020, using Excel Solver to minimize prediction errors. The estimated internal and external influence coefficients reveal which factor primarily drives adoption, while the diffusion model enables future projection of tipping point and adoption level.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis of EHR metadata utilization rates from 2018 to 2020 find a significant trend towards the integration of this data into hospital management practices. Among health systems responding to the items of interest, 69% of them are already using EHR metadata, and it is projected that nearly all will do so by 2035. Further, metadata use varied significantly depending on the vendor.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>The study underscores that hospital managers' intrinsic motivations, rather than external demands, are driving EHR metadata. As innovations with greater intrinsic appeal spread more rapidly and have greater staying power, EHR metadata use will continue to grow. These trends are indicative of the growing importance of EHR metadata in management decision-making, clinical quality improvement, and optimizing workforce efficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>EHR metadata holds great promise as a managerial and health service research source. The tools' utilities would be enhanced if EHR vendors created uniform metrics.</p>\u0000 </section>\u0000 </div>","PeriodicalId":43916,"journal":{"name":"Learning Health Systems","volume":"9 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lrh2.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aligning forces to accelerate healthcare transformation: Insights from the UPMC learning community","authors":"Diane Holder,&nbsp;Donna Keyser,&nbsp;Jane Kogan,&nbsp;Matthew O. Hurford,&nbsp;John Lovelace,&nbsp;James Schuster","doi":"10.1002/lrh2.10477","DOIUrl":"https://doi.org/10.1002/lrh2.10477","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>To accelerate transformation toward value-based, equitable care, health systems need a viable approach for engaging and aligning multiple stakeholders to promote innovation. Building and sustaining learning communities offers one possible solution.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We describe how one learning community has leveraged the collective strengths, assets, and expertise of multiple stakeholders to improve care value for subpopulations who experience low-quality, high-cost, and/or inequitable health outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>By providing critical infrastructure and support, UPMC's Learning Community was able to (1) accelerate adoption of risk-based payment models that promote shared accountability among providers, payers, and families/caregivers for the total costs of care of children and adolescents with medically complex conditions, (2) drive widespread practice change for improving physical and mental wellness for individuals with serious mental illness, and (3) increase access to evidence-based treatment and improve outcomes for individuals with opioid and substance use disorders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Learning communities can serve as important catalyzers for the payment, practice, and service delivery innovation necessary to achieve a high-value, equitable health system.</p>\u0000 </section>\u0000 </div>","PeriodicalId":43916,"journal":{"name":"Learning Health Systems","volume":"9 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lrh2.10477","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The learning health system imperative in low-resource contexts","authors":"Patrick Lewicki,&nbsp;Alim Swarray-Deen,&nbsp;Cheryl A. Moyer","doi":"10.1002/lrh2.70002","DOIUrl":"https://doi.org/10.1002/lrh2.70002","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Learning health system (LHS) development has been described in the highest resource settings, which could suggest that resources are a precondition to LHS formation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We reviewed literature surrounding LHSs in low-resource contexts and used this to inform an argument that LHS activity is critically important in these circumstances.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We focus on three key points. First, when resources are scarce, they should not be squandered. Second, local knowledge artifacts have advantages. Finally, LHS emphasis on lasting sociotechnical infrastructure addresses sustainability concerns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>We believe LHS formation and activity is more important in low-resource contexts than in their higher resource counterparts. Less path dependence in many low-resource contexts forecasts that LHSs may see their greatest success there.</p>\u0000 </section>\u0000 </div>","PeriodicalId":43916,"journal":{"name":"Learning Health Systems","volume":"9 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lrh2.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of learning health system competency items related to health and healthcare equity and justice for rehabilitation researchers","authors":"Pamela M. Dunlap,&nbsp;Kathleen M. Poploski,&nbsp;Catherine A. Anderson,&nbsp;Thiru M. Annaswamy,&nbsp;Melissa A. Clark,&nbsp;Peter C. Coyle,&nbsp;Natalie F. Douglas,&nbsp;Ann Marie Flores,&nbsp;Janet K. Freburger,&nbsp;Brian J. Hafner,&nbsp;Kenneth J. Harwood,&nbsp;Jeanne M. Hoffman,&nbsp;Adam R. Kinney,&nbsp;Linda Resnik,&nbsp;Kristin Ressel,&nbsp;Margarite J. Whitten,&nbsp;Christine M. McDonough","doi":"10.1002/lrh2.10484","DOIUrl":"https://doi.org/10.1002/lrh2.10484","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>In 2021, the Learning Health Systems Rehabilitation Research Network (LeaRRn) developed and administered a needs assessment survey, based on the Agency on Healthcare Research and Quality's (AHRQ's) original seven domains of learning health systems (LHS) researcher core competencies, to identify knowledge and interest in LHS research competencies among rehabilitation researchers. In 2022, the AHRQ added a new health and healthcare equity and justice (HE) domain to the existing seven domains for LHS researcher core competencies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>LeaRRn utilized methods similar to those employed in the development of their original needs assessment survey to generate and refine competency items for the HE domain. In this report, we describe the methods used to develop these HE competency items.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results &amp; Conclusions</h3>\u0000 \u0000 <p>Other training programs and LHS researchers may use the competency items developed for this needs assessment survey to identify training opportunities in the HE domain.</p>\u0000 </section>\u0000 </div>","PeriodicalId":43916,"journal":{"name":"Learning Health Systems","volume":"9 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lrh2.10484","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing environmentally sustainable learning health systems: Perspectives from a Canadian health center","authors":"Brittany V. Barber,&nbsp;Douglas Sinclair,&nbsp;Christine Cassidy","doi":"10.1002/lrh2.10470","DOIUrl":"https://doi.org/10.1002/lrh2.10470","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;There is increasing demand for health systems to reduce greenhouse gas emissions and invest in climate-resilient health care. Coordinating organizational structures and processes for reducing health system emissions presents challenges. Learning health systems, defined as systems that seek to continuously generate and apply evidence, innovation, quality, and value in health care, can guide health systems with planning organizational structures and processes to advance environmentally sustainable healthcare. The purpose of this research is to gather in-depth insight from key health system leaders and healthcare professionals to identify challenges and recommendations for planning environmentally sustainable learning health systems.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Environmental scan methods were used, comprising jurisdictional literature review and informal discussions with key informants at one tertiary care center in Nova Scotia, Canada. Key informants were asked to describe challenges of coordinating environmentally sustainable health system structures and processes, and recommendations to advance planning for environmentally sustainable learning health systems. Deductive thematic analysis was used to categorize challenges and recommendations into seven characteristics of a learning health system framework.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Informal discussions with 16 key informants provide detailed descriptions of 7 challenges and recommendations for planning and coordinating organizational structures and processes to advance environmentally sustainable learning health systems. Health system challenges include limited patient and community engagement, no systematic approach to measuring and monitoring emissions data, and limited knowledge of sustainability co-benefits and strategies for mobilizing sustainable organizational change. Recommendations include engaging patients and communities in co-creation of sustainable healthcare, monitoring of emissions data identifying high-impact areas for action, and well-coordinated leadership supporting sustainable policies, procedures, and decision-making in practice.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusion&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Learning health systems provide structure for establishing critical processes to adapt to routinely collected data through rapid cycle improvements, and operationalization of value-based health care that prioritizes health outcomes, reduction of costs, and mitigating environmental impacts.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 ","PeriodicalId":43916,"journal":{"name":"Learning Health Systems","volume":"9 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lrh2.10470","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144634985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Moving from a registry to a learning health system: A case study of a Dutch prostate cancer registry","authors":"Tom Belleman,&nbsp;Jeroen D. H. van Wijngaarden,&nbsp;Malou C. P. Kuppen,&nbsp;Saskia de Groot,&nbsp;Kim J. M. van der Velden,&nbsp;Dianne Bosch,&nbsp;Inge M. van Oort,&nbsp;Carin A. Uyl-de Groot,&nbsp;Welmoed K. van Deen","doi":"10.1002/lrh2.10476","DOIUrl":"https://doi.org/10.1002/lrh2.10476","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Learning health systems (LHSs) are systems that seamlessly embed continuous quality improvement based on real-world data. To establish LHSs, several infrastructures need to be in place. Registries already have part(s) of this infrastructure and could therefore be leveraged to establish LHSs. This study aims to identify key factors facilitating the transition of registries into LHS to support continuous learning from real-world data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eleven interviews with 12 stakeholders, including medical specialists and nonmedical stakeholders, were conducted in the context of a prostate cancer registry. Findings were coded deductively based on seven previously identified facilitators for learning: complexity, relative advantage, compatibility, credibility, social impact, actionability, and resource match. These facilitators cover technical, social, and organizational aspects. An inductive phase followed to pinpoint factors for continuous learning and LHSs. Subsequently, two focus groups were conducted to ensure accurate interpretation of findings, and five expert panels to provide additional context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Complexity within healthcare systems emerged as a significant challenge, attributed to multiple stakeholders and the rapidly changing healthcare landscape. The advantage of LHSs is the timely availability of population-based data for real-time care adjustments. Compatibility of the system with stakeholders' needs was considered pivotal requiring a relatively flexible infrastructure. Credibility of data and results was supported by creating transparent processes in which stakeholders could review data from their own patient population. Social influences, including interpersonal trust and engaged leadership, fostered collaboration within LHSs. Actionability of the findings and resource match were vital for knowledge translation and sustainability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our findings provide practical recommendations to support registries in transitioning towards LHSs by leveraging and expanding their infrastructure for continuous learning. We identified technical, interpersonal, and organizational factors that facilitate continuous and rapid learning using real-world data, create transparent and collaborative infrastructures, and help to navigate the complexity of the healthcare system.</p>\u0000 </section>\u0000 </div>","PeriodicalId":43916,"journal":{"name":"Learning Health Systems","volume":"9 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lrh2.10476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring implementation of interventions to facilitate integration in fragmented healthcare systems","authors":"Cassandra Bragdon,&nbsp;Rachel Siden,&nbsp;Marcy Winget,&nbsp;Sonia Rose Harris,&nbsp;Rebecca Carey,&nbsp;Justin Ko,&nbsp;Alpa Vyas,&nbsp;Cati Brown-Johnson","doi":"10.1002/lrh2.10483","DOIUrl":"https://doi.org/10.1002/lrh2.10483","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Stanford Medicine is working to better coordinate care across the Stanford healthcare system, as well as improve patient and provider experiences in seeking and receiving care. This study aimed to explore the complexities of moving from a fragmented to an integrated academic healthcare system and to identify and explain factors (e.g., facilitators and barriers) of the implementation of three interventions meant to improve patient experience, reduce staff burden, and integrate health care systems across faculty and community settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted qualitative semi-structured interviews via Zoom with faculty and community physicians. Interviews were audio-recorded, professionally transcribed, and analyzed using the Consolidated Framework for Implementation Research (CFIR) and open coding. Using consensus coding approaches, researchers met regularly to discuss themes and adaptations to CFIR.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We analyzed transcripts from interviews with physicians (<i>n</i> = 26). Factors impacting integration included the following: (1) physicians supported the interventions, promoting mission alignment; (2) physicians were motivated for change, reporting the existing system was intolerable; (3) physicians reported different priorities between clinics: faculty versus community and primary care versus specialty; (4) physicians prioritized interpersonal versus system solutions; (5) specialists were wary of unintended consequences of integration, specifically inappropriate bookings or patients being redirected to other clinics. Broadly speaking, facilitator factors 1–2 focused on the openness to, and tension for, change; and barrier factors 3–5 promoted or sustained variation across specialties and faculty/community clinics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our results illustrate the challenges and opportunities of moving from a fragmented to an integrated healthcare system and emphasize the importance of building shared culture, collaboration, and coordinated actions across and within an integrated healthcare network.</p>\u0000 </section>\u0000 </div>","PeriodicalId":43916,"journal":{"name":"Learning Health Systems","volume":"9 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lrh2.10483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging research and practice in a learning health system: Developing and refining an embedded scholars program through insights from scholars and clinical mentors","authors":"Windsor Westbrook Sherrill,&nbsp;Luke Hall,&nbsp;Lawrence Fredendall,&nbsp;Janet Hoffman Evatt","doi":"10.1002/lrh2.10481","DOIUrl":"https://doi.org/10.1002/lrh2.10481","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>A learning health system (LHS) necessitates collaboration to produce translational health research. This experience report examines the integration of Clemson University scholars into clinical departments of Prisma Health–Upstate in South Carolina, highlighting their experiences working alongside clinician mentors to inform and facilitate research translation. Particularly, this study aims to explore the interpersonal and structural factors influencing the success of an embedded scholar program, focusing on enablers and barriers to collaboration, knowledge integration, and mentorship within the LHS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Nine embedded scholar and 12 mentor semi-structured interviews were conducted. This qualitative study initially used an inductive technique to analyze responses thematically. After thematic saturation was achieved, deductive analysis was utilized to further organize enablers and barriers across the following five categories: (1) Scholar Integration, (2) Scholar Autonomy, (3) Mentor Support, (4) Programmatic Outcomes, and (5) Institutional Dynamics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found 10 major program-related enablers and barriers to successfully embedding scholars. These were clinical environment adaptation, mentor interaction, research management, balance of independence, role clarity, resource provision, research application and quality, scholar development, organizational support, and policy and procedure alignment. Findings reveal that effective mentorship, organizational alignment, and resource availability are critical enablers of program success, while misaligned expectations, limited institutional support, and insufficient scholar integration into clinical environments are barriers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Evaluating specific components of embedded scholar programs can uncover best practices and innovation opportunities in the LHS. These provide a great opportunity to enhance the mentorship mechanisms between clinical mentors and embedded researchers. As research on embedded scholars in a LHS progresses, fostering structured mentoring relationships may serve as an impetus to bridge the gap between research and clinical practice. Further study is needed to operationalize these relationships effectively.</p>\u0000 </section>\u0000 </div>","PeriodicalId":43916,"journal":{"name":"Learning Health Systems","volume":"9 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lrh2.10481","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Public–private partnership in pipelining science of acute care ecosystem: Insights from Taiwan's Presidential Hackathon","authors":"Chao-Wen Chen,&nbsp;Yung-Sung Yeh,&nbsp;Ta-Chien Chan,&nbsp;Yi-Syuan Wu","doi":"10.1002/lrh2.10474","DOIUrl":"https://doi.org/10.1002/lrh2.10474","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The acute care system faced significant challenges in managing healthcare emergencies due to a lack of coordination between emergency services and logistical support. This disorganization undermined collaboration and response efficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Taiwan's Presidential Hackathon introduced an innovative approach to improving the trauma system by integrating digital pipeline science through public–private partnerships (PPPs). This initiative specifically addressed inefficiencies and complexities in the acute care ecosystem, brought to light by the catastrophic 2014 gas explosion in Kaohsiung City.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The hackathon led to the development of a unified digital platform for emergency data management. This platform significantly enhanced communication, data sharing, and coordination across healthcare sectors, culminating in the implementation of a digital pre-hospital emergency care system across multiple administrative regions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our experience demonstrated the effectiveness of leveraging digital technologies, PPPs, and the hackathon model to revolutionize emergency healthcare management and response systems through cross-sector collaboration.</p>\u0000 </section>\u0000 </div>","PeriodicalId":43916,"journal":{"name":"Learning Health Systems","volume":"9 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lrh2.10474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Operationalizing a learning health system: A self-assessment tool for interprofessional teams","authors":"Victor C. Rentes,&nbsp;Claire Kalpakjian,&nbsp;Anne Sales,&nbsp;Andrew Krumm","doi":"10.1002/lrh2.10482","DOIUrl":"https://doi.org/10.1002/lrh2.10482","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The operationalization of learning health system (LHS) principles remains challenging, with minimal guidance currently available to support interprofessional teams on the ground. Consequently, LHS initiatives often fall short of their intended objectives, resulting in wasted resources, delays, and mounting frustration among key stakeholders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To bridge this gap, we used design science and participatory action research to co-develop an operational roadmap for interprofessional LHS teams. Data sources for roadmap design included quantitative and qualitative feedback from interprofessional stakeholders (<i>n</i> = 20) from an academic health system and a pragmatic literature review. Using these data sources, we conducted three design iterations until a final version was reached.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The resulting roadmap specifies processes to be performed during project-based LHS initiatives, and provides a self-assessment tool that enables team members to quantitatively evaluate progress. For generalizability and standardization across settings, we used clinically neutral terminology to describe all elements in the roadmap. We demonstrated content validity through multiple rounds of data collection and analyses with stakeholders. A simulated demonstration is provided to illustrate how the roadmap may be used for team assessments in practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Participants considered the roadmap to be an effective tool to assist project management and highly useful for evaluating teams' progress for planning and communication purposes. As a reference model, the roadmap may be re-utilized across multiple LHS initiatives in any given health system to standardize and streamline LHS development. This research was conducted within a single department in an academic health system, and future research is needed to assess the roadmap's generalizability in other settings. To facilitate development of similar or complementary instruments, the detailed design methodology used in this research may be replicated and/or tailored in other contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":43916,"journal":{"name":"Learning Health Systems","volume":"9 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lrh2.10482","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144634999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}