The University of Alabama at Birmingham COVID‐19 Collaborative Outcomes Research Enterprise: Developing an institutional learning health system in response to the global pandemic
| Autor: | Jami L. Anderson, Rebecca A. Reamey, Emily B. Levitan, Irfan Asif, Monica Aswani, Faith E. Fletcher, Allyson Hall, Kierstin C. Kennedy, Dustin Long, David Redden, Alia Tunagur, Molly Wasko, James Willig, Matthew Wyatt, Michael J. Mugavero |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
medicine.medical_specialty
Knowledge management interdisciplinary collaboration network development business.industry Download network diversity Principal (computer security) Public Health Environmental and Occupational Health Health Informatics Resource (project management) Health Information Management learning healthcare system framework Informatics medicine Sociology Outcomes research business Working group Experience Reports Social network analysis Experience Report Agile software development |
| Zdroj: | Learning Health Systems |
| ISSN: | 2379-6146 |
| Popis: | Introduction Methods Results Discussion Conclusion 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.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.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.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.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. [ABSTRACT FROM AUTHOR] Copyright of Learning Health Systems is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Databáze: | OpenAIRE |
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