Background: Use of routinely collected health and social care data has potential to drive population health improvements. Many organizations are data rich but information poor; collecting large amounts of data but having limited ability to transform data into actionable insights. Learning health systems aim to produce these types of insights not through stand-alone research, but as by-products of care delivery, using the care environment as a living lab to generate and apply new knowledge to improve both care delivery and population health. To effectively leverage data to support evidence-informed decision making, point-of-care clinicians and organizational leaders require access to data that is both reliable and meaningful, in a format that supports its real-time use. Audience: SE Health is a large Canadian not-for-profit social enterprise delivering care across the continuum. Embedded within SE Health is the SE Research Centre, a consortium of applied and impact-oriented health services researchers, who together with experts-by-experience work to develop, test, implement, evaluate, scale, and spread evidence to support transformative health system change. We invite anyone interested in this type of learning health system environment providers, decision-makers, researchers, patients, and families to come together in this workshop to learn about how we can use data to facilitate the delivery of goal-oriented care. Approach: Grounded in case-based learning methodology and using an example of facilitating goal-oriented care delivery, we will share learnings from our journey towards becoming a community-based learning health system. Leveraging a mix of presentation, applied activities and small group discussions, attendees will be guided through the three steps of the learning health system cycle - data-to-knowledge, knowledge-to-practice, and practice-to-data - using resources and tools created by the SE Research Centre to facilitate the delivery of goal-oriented, integrated care. First, a brief (~0 min) introductory presentation will provide important background on goal-oriented care and the development, testing and implementation of data collection instruments (e.g., Client Experience Survey for Integrated-Home and Community Care) and other resources (e.g., Holistic Health Needs Report) featured in the session. Following this, an evidence-informed client case study will be presented (~0 min), serving as the foundation for hands-on activities throughout the workshop. Two small group activities will be facilitated, each with 20 minutes for engagement in the activity and 0 minutes for sharing small group insights with all workshop attendees. Activity focuses on data use at the micro- or practice level, with participants leveraging the Holistic Health Needs Report to engage in goal-oriented care planning. In Activity 2, participants will use data at the meso- or organizational level to plan data-informed workforce development initiatives based on unit-level reports of patient experience and population health needs. A final presentation (~0m) will focus on moving knowledge into practice, summarizing results of a recent scoping review of best practices in case-based learning and providing examples of how person-level data can support both micro and meso-level education and training initiatives. Outcomes: After attending this workshop, participants will be able to ) describe key considerations for the collection, presentation, and use of data at the micro- and meso- level, 2) explain how to apply summaries of point-of-care data to support holistic, goal-oriented collaborative care planning through case-based learning and 3) identify how data from point-of care activities can generate meaningful insights to support operational management and workforce development. Take home messages will be summarized by workshop facilitators using the three steps of the learning health system cycle as a framework. Participants will have an opportunity to take away research summaries, workshop handouts and copies of the materials presented for further sharing and reflection in their own practice contexts and organizations.
Saari et al. (Tue,) studied this question.