Learning Collaboratives, Learning Networks and Research Networks: Methods for Improving Communication, Research and Service Delivery

Theoretical Background and research questions/hypothesis:  Learning collaboratives (LC), learning networks (LN), and research networks (RN) have proliferated in recent years as important methods to improve the quality of health and community services, to expand and share knowledge, and to change practice in public health and healthcare settings.  While these methods have many similarities, they also have distinct purposes and participants.  How do we differentiate these approaches in health care?  What does each method offer for advancing knowledge and improving practice?

Methods and Results (informing the conceptual analysis):  This presentation will describe the characteristics and benefits of each approach through brief case studies and lessons learned.  Learning Collaboratives (LC) typically exist to implement quality improvement projects, and usually involve health care providers (in both public and private health sectors).  The Institute for Healthcare Improvement (IHI) model is often utilized to establish LCs which bring together small groups of teams working toward similar improvement outcomes and using common measures of change.  HRSA’s Interconception Care LC and Collaborative Innovation and Implementation Network which focus on community-based services in a public health framework will be used as case studies.  A comparable established model for Learning or Research Networks does not exist.  Learning Networks are formed to increase the knowledge base regarding a specific health care topic and have diverse structures and objectives.  Participants may include providers, administrators, policy makers, separately or as mixed groups.  AHRQ’s Practice-based Research Networks (PBRN) and HRSA’s Title V peer-to-peer learning network will be used to illustrate the Learning Network concept.  Research Networks, whose participants are researchers, are formed to promote research on a specific health care topic with the goals of increasing access to study subjects or data and improving research methods and measures.  AHRQs Multiple Chronic Conditions Research Network will be used as a case study.  All three methods overlap conceptually. For example, PBRNs are both learning and research networks; sharing best practices to improve health care delivery and also collaborating to conduct research. All three methods may employ group meetings, teleconferences, web portals, social media, peer-to-peer sharing of materials and ideas, peer coaching, content expert consultation and technical assistance, and common process and outcome metrics.

Conclusions:  Learning Collaboratives have demonstrated success in facilitating communication, spreading program innovations and improving care in both clinical care and public health community-based settings.  Learning Networks have shared materials and knowledge and spread best practices.  Research Networks have made new populations and enhanced research methods and measures available for research, and have advanced specific fields of inquiry through interdisciplinary collaboration.  These three methods can be effectively used to advance health knowledge, research, and care delivery in a wide range of community, public health, and traditional clinical settings.

Implications for research and/or practice:  There is a role for LCs, LNs and RNs to accomplish a diverse set of project objectives and purposes to enhance collaboration and dissemination and spread knowledge and evidence based practices across a diverse set of players.  Future studies should continue to assess the effectiveness of these methods, and clarify how they ultimately may lead to individual and population health outcome changes.