Learning health systems and simulation in audiology training in South Africa

Aim South Africa’s district health system is central to healthcare delivery and serves as the primary interface between communities and services. Strengthening the district health system through data-driven approaches is critical for improving service delivery and workforce development. Learning health systems which use real-time data to inform continuous improvement provide a valuable framework for enhancing both health services and professional training. In audiology, there is a need to align training approaches with population health needs within resource-constrained and diverse contexts. This paper presents a conceptual perspective on the integration of simulation-based education within a learning health systems framework to strengthen audiology training in South Africa. Method This theoretical paper draws on existing literature on the district health system, learning health systems, and simulation-based education to propose an integrated framework linking training, service delivery, and health information systems. Findings Simulation-based education offers opportunities for students to engage with diverse and contextually relevant caseloads while maintaining patient safety. Embedding simulation-based education within a learning health systems framework allows training to be informed by routinely collected data, supporting the development of competencies and continuous quality improvement. Integration within the district health system further enables alignment of training with community needs and service delivery priorities. Conclusion Integrating simulation-based education within a learning health systems framework offers a promising approach to strengthening audiology training and health system responsiveness in South Africa. This model supports the development of a competent, adaptable workforce while enhancing service delivery through data-informed practice. Further work is underway to explore the practical implementation of this approach in clinical teaching contexts.