Leveraging Infrastructure to train investigators in patient centered outcomes research in the learning health system (LITI-PCORLHS)

利用基础设施培训研究人员在学习健康系统中进行以患者为中心的结果研究 (LITI-PCORLHS)

• 批准号: 10263938
• 负责人: AARON E. CARROLL
• 金额: $ 68.67万
• 依托单位: INDIANA UNIV-PURDUE UNIV AT INDIANAPOLIS
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-30 至 2023-09-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10263938
• 关键词: Leveraging; Infrastructure; train; investigators; patient

The LHS-K12 Program is targeted to junior faculty who have previously obtained a clinical or research doctoral degree. There are several principles underlying the LHS-K12 program articulated in this application. First, we wish to equip our LHS-K12 Scholars with the unique skill set required to conduct research within the LHS by capitalizing on already available educational opportunities within our organization, while also creating new opportunities in educational domains where gaps exist. The training curriculum for the LHS-K12 program addresses the core competencies developed by AHRQ for training the next generation of learning health system researchers. The training curriculum will include a seminar/lecture series overseen and facilitated by the Executive Committee created specifically for the LHS-K12 program, a selection of formal didactic coursework offered through Indiana University, online coursework through outside organizations, and an Experiential LHS Research Project. Second, while some of our training program components will be mandatory for all LHS-K12 Scholars, such as the Experiential LHS Research Project and the LHS-K12 lecture series, we will provide a personalized training plan for each Scholar to offer a “precision education” approach where individual LHS-K12 Scholars are provided the “right dose” at the “right time” in order to balance their research productivity with training. This fundamental principle is due to our anticipation that that LHS-K12 Scholars will have widely varied research and educational backgrounds. Therefore, each career development plan will be designed to fit the needs of the individual Scholar, and will include 4 cornerstones: (1) Each LHS-K12 Scholar will be assigned two primary mentors; (2) Each LHS-K12 Scholar will gather an LHS Expert Panel; (3) Each LHS-K12 Scholar will complete a Research Career Training Needs Analysis and Action Plan (NAAP); and (4) Each LHS-K12 Scholar will attend and participate in Project Development Team meetings. Third, we wish to offer regular evaluation and feedback from Scholars and mentors. We believe the this, coupled with monitoring of core metrics, will facilitate quality improvement and refinement of the LHS-K12 program. This means that we will adjust or phase out ineffective training and develop new educational components in response to our stakeholder needs. Lastly, we wish to view the LHS-K12 program as more than just an opportunity to train a small pool of individuals in the unique skill set required to conduct research within the LHS. We believe that the LHS-K12 program is the first step in helping us overcome one of our largest obstacles in executing on the idea of a LHS – changing the culture within our organizations to one that values the integration of research, clinical care, and quality improvement. The LHS-K12 program will provide us the opportunity to bring together key stakeholders from the academic setting and the health care system and allow us to align their historically varying interests to develop, implement, test, and disseminate innovative and transformative solutions for health care improvement.

该LHS-K12计划是针对初级教师谁以前获得了临床或研究博士学位 ℃下在本申请中阐述的LHS-K12程序有几个基本原理。一是 希望通过以下方式为我们的LHS-K12学者提供在LHS内进行研究所需的独特技能 利用我们组织内已有的教育机会，同时创造新的 在存在差距的教育领域提供机会。LHS-K12计划的培训课程 解决了AHRQ为培训下一代学习健康而开发的核心能力 系统研究员。培训课程将包括一系列研讨会/讲座， 执行委员会专门为LHS-K12计划创建，选择正式的教学 通过印第安纳州大学提供的课程，通过外部组织提供的在线课程，以及 体验式LHS研究项目第二，虽然我们的一些培训项目是强制性的， 对于所有LHS-K12学者，如体验式LHS研究项目和LHS-K12系列讲座，我们 将为每位学者提供个性化的培训计划，以提供“精准教育”的方法， LHS-K12学者在“正确的时间”获得“正确的剂量”，以平衡他们的研究 通过培训提高生产力。这一基本原则是由于我们的预期，LHS-K12学者将 他们有着广泛的研究和教育背景。因此，每个职业发展计划都将 设计，以满足个人学者的需求，并将包括4个基石：（1）每个LHS-K12学者 将被分配两名主要导师;（2）每个LHS-K12学者将聚集一个LHS专家小组;（3）每个 LHS-K12学者将完成研究职业培训需求分析和行动计划（NAAP）;以及（4） 每个LHS-K12学者将出席并参加项目开发团队会议。第三，我们希望 定期提供来自学者和导师的评估和反馈。我们相信这一点，再加上监测 的核心指标，将促进质量的改进和完善LHS-K12计划。这意味着 我们将调整或逐步取消无效的培训，并开发新的教育内容， 利益相关者的需要。最后，我们希望将LHS-K12计划视为不仅仅是一个培养 在LHS内进行研究所需的独特技能的个人的小池。我们认为 LHS-K12计划是帮助我们克服执行任务中最大障碍之一的第一步， LHS的理念-将我们组织内的文化转变为重视研究整合的文化， 临床护理和质量改进。LHS-K12计划将为我们提供机会， 来自学术环境和医疗保健系统的关键利益相关者，并使我们能够调整他们的历史 开发、实施、测试和传播创新和变革性解决方案的各种利益， 医疗保健改善。