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: 9788233
• 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/9788233
• 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.

LHS-K12计划针对以前获得临床或研究博士学位的初级教师 程度。本申请中阐明的LHS-K12计划的基础是几个原则。首先，我们 希望为我们的LHS-K12学者提供独特的技能，以在LHS内进行研究所需的独特技能 利用我们组织内已经可用的教育机会，同时还创造了新的 存在差距的教育领域的机会。 LHS-K12计划的培训课程 解决AHRQ为培训下一代学习健康而开发的核心能力 系统研究人员。培训课程将包括一个经过监督和编写的精确/讲座系列 执行委员会专门为LHS-K12计划创建，这是一系列正式的教学 通过印第安纳大学提供的课程工作，通过外部组织的在线课程工作以及 体验LHS研究项目。其次，尽管我们的一些培训计划组件将是强制性的 对于所有LHS-K12学者，例如经验型LHS研究项目和LHS-K12讲座系列，我们 将为每个学者提供个性化的培训计划，以提供一种“精确教育”方法 为了平衡他们的研究 培训的生产力。这个基本原则是由于我们期望LHS-K12学者将 具有广泛的研究和教育背景。因此，每个职业发展计划将是 旨在满足各个学者的需求，并将包括4个基石：（1）每个LHS-K12学者 将分配两个主要导师； （2）每个LHS-K12学者将收集一个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）； （4） 每个LHS-K12学者将参加并参加项目开发团队会议。第三，我们希望 提供学者和导师的定期评估和反馈。我们相信这一点，再加上监控 核心指标将促进LHS-K12计划的质量改进和完善。这意味着 我们将调整或淘汰无效的培训，并根据我们的响应来开发新的教育组成部分 利益相关者的需求。最后，我们希望将LHS-K12程序视为培训A的机会 在LHS内进行研究所需的独特技能的一小部分人。我们相信 LHS-K12程序是帮助我们克服执行最大障碍之一的第一步 LHS的想法 - 将我们组织内的文化更改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聚集在一起 学术环境和医疗保健系统的主要利益相关者，使我们能够在历史上保持一致 开发，实施，测试和传播创新和变革性的解决方案的各种利益 医疗保健改善。