Learning Health Systems Mentored Career Development Program

项目总结 宾夕法尼亚大学提出了一项针对初级教师的培训计划：改造一代 和在实践中采用PCOR(T-GAPP)。T-GAPP旨在提升国家的领导能力 在学习卫生系统(LHS)中部署以患者为中心的结果研究。这个节目是 由医学博士Stephen Kimmel，MSCE和医学博士David A.Asch执导，由核心LHS团队支持 能力领袖和多元化总监。 该计划的具体目标是招募和培训以患者为中心的结果研究的未来领导者 (PCOR)方法，并在LHS中进行PCOR研究。这个目标与我们自己的使命是一致的， 因为我们寻求部署我们大学及其医学院的学术专业知识(佩雷尔曼； PSOM)、护理、商业(沃顿)和其他，以改善健康和医疗保健。宾夕法尼亚大学 医学是一个6家医院的医疗系统，是宾夕法尼亚州东部和新泽西州最大的。全资拥有 由一所大学运营，它的突出之处在于将其学术联系视为一种战略和 协同优势-将学术带入临床企业，并为 学术企业。 在这种环境下，我们设计了一个融合了传授和体验的为期两年的培训计划 学习，都在经验丰富的指导团队的指导下进行。PSOM提供了长期、高度 成功的正式研究培训计划和领先的医疗保健创新中心，由 医生、护士、设计师、项目经理、软件工程师和其他嵌入自己的人 与患者、家属和临床医生一起，以改善健康、医疗保健和 病人和家人的经验。该计划包括：1)LHS和PCOR方法的必修课 为了让所有学者深入了解研究设计和执行，2)正式的硕士- (3)为期一年的LHS讲习班，旨在展示 核心能力在LHS研究和实施中的应用，4)宾夕法尼亚大学的学习实践 医疗保健创新中心，5)领导力发展的正式培训，6)利益相关者 参与，7)在以下项目的指导下制定和完成变革和组织振兴方案/长期保健制度的研究项目 导师团队，包括一名研究科学家、量化专家和卫生系统管理员，8) 指导制定至少一项赠款提案，并在国家会议上参与和介绍情况。 训练有素的PCOR科学家必须了解LHS的组织敏感性和领导人 如果不了解证据以及证据是如何产生和使用的，就会失败。我们相信这件事的领导力 该领域需要研究和管理方面的技能，我们的目标是支持这两方面的技能。

PROJECT SUMMARY The University of Pennsylvania proposes a training program for junior faculty: Transforming the Generation and Adoption of PCOR in Practice (T-GAPP). T-GAPP is designed to advance the nation's leadership capacity in deploying patient-centered outcomes research within learning health systems (LHS). This program is directed by Drs. Stephen Kimmel, MD, MSCE and David A. Asch, MD, MBA, supported by a team of core LHS competency leaders and a diversity director. The specific aim of the program is to recruit and train future leaders in patient centered outcomes research (PCOR) methods and conduct PCOR research in a LHS. This aim is consistent with our own mission, because we seek to deploy the academic expertise of our university, with its schools of Medicine (Perelman; PSOM), Nursing, Business (Wharton), and others toward improvements in health and health care. Penn Medicine is a 6 hospital health system, the largest in eastern Pennsylvania and New Jersey. Entirely owned and operated by a university, it has distinguished itself by seeing its academic connection as a strategic and synergistic advantage—bringing scholarship into the clinical enterprise and creating a laboratory for the academic enterprise. Within this environment, we have designed a two year training program blending didactic and experiential learning, all under the direction of experienced mentoring teams. PSOM provides both long-standing, highly successful formal research training programs and a leading center for health care innovation, composed of physicians, nurses, designers, project managers, software engineers, and others who embed themselves alongside patients, families, and clinicians, with the fundamental goal of improving health, health care, and patient and family experience. The program includes: 1) required courses in LHS and PCOR methods in order to provide all scholars with an in-depth understanding of research design and execution, 2) formal masters- level training for scholars without this prior training, (3) a year-long LHS workshop designed to demonstrate the application of core competencies in LHS research and implementation, 4) a learning practicum within Penn Medicine's Center for Health Care Innovation, 5) formal training in leadership development, 6) stakeholder engagement, 7) development and completion of a research project in PCOR/LHS under the direction of the mentorship team that includes a research scientist, quantitative expert, and health system administrator, 8) guided development of at least one grant proposal and 9) participation and presentations at national meetings. Well-trained scientists in PCOR must have an understanding of organizational sensibilities and leaders of LHS will fail without an understanding of evidence and how it is created and used. We believe leadership in this area requires skills in research and in management, and we aim to support both.