Racial/ethnic minority, low socioeconomic status, and rural populations are disproportionately affected by COVID-19. Developing and evaluating interventions to address COVID-19 testing and vaccination among these populations are crucial to improving health inequities. The purpose of this paper is to describe the application of a rapid-cycle design and adaptation process from an ongoing trial to address COVID-19 among safety-net healthcare system patients. The rapid-cycle design and adaptation process included: (a) assessing context and determining relevant models/frameworks; (b) determining core and modifiable components of interventions; and (c) conducting iterative adaptations using Plan-Do-Study-Act (PDSA) cycles. PDSA cycles included: Plan. Gather information from potential adopters/implementers (e.g., Community Health Center [CHC] staff/patients) and design initial interventions; Do. Implement interventions in single CHC or patient cohort; Study. Examine process, outcome, and context data (e.g., infection rates); and, Act. If necessary, refine interventions based on process and outcome data, then disseminate interventions to other CHCs and patient cohorts. Seven CHC systems with 26 clinics participated in the trial. Rapid-cycle, PDSA-based adaptations were made to adapt to evolving COVID-19-related needs. Near real-time data used for adaptation included data on infection hot spots, CHC capacity, stakeholder priorities, local/national policies, and testing/vaccine availability. Adaptations included those to study design, intervention content, and intervention cohorts. Decision-making included multiple stakeholders (e.g., State Department of Health, Primary Care Association, CHCs, patients, researchers). Rapid-cycle designs may improve the relevance and timeliness of interventions for CHCs and other settings that provide care to populations experiencing health inequities, and for rapidly evolving healthcare challenges such as COVID-19.
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http://dx.doi.org/10.1093/tbm/ibac101 | DOI Listing |
Transplant Cell Ther
December 2024
University of Cincinnati College of Medicine, Cincinnati, Ohio; James M. Anderson Center for Health Systems Excellence, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio.
The Engraft Learning Health Network (LHN) aims to improve outcomes for patients undergoing transplant and cellular therapy (TCT) through a collaborative, data-driven approach. Engraft brings together diverse stakeholders, including clinicians, patients, caregivers, and institutions, to standardize best practices and accelerate the dissemination of innovations in TCT care. By establishing a multicenter, real-world clinical registry focused on rapid-cycle quality improvement (QI) and implementation research, Engraft seeks to reduce variability in clinical practice to improve TCT outcomes across centers.
View Article and Find Full Text PDFJ Clin Transl Sci
October 2024
Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, USA.
Traditional approaches for evaluating the impact of scientific research - mainly scholarship (i.e., publications, presentations) and grant funding - fail to capture the full extent of contributions that come from larger scientific initiatives.
View Article and Find Full Text PDFBMJ Open
November 2024
Research Department of Primary Care and Population Health, University College London, London, UK.
Aust J Gen Pract
November 2024
PhD, PG Cert (Social Sciences), Research Translation Coordinator, Western Alliance Academic Health Science Centre, Warnambool, Vic.
Background And Objectives: The research evaluated an introductory‑level training program to improve the readiness of general practices in regional Victoria to identify and support victim-survivors of family and domestic violence (FDV).
Method: Mixed methods research was conducted in parallel with a co-design process to optimise the program over three iterations using a rapid-cycle evaluation approach, with data collected to assess early indicators of the program's effectiveness.
Results: Six practices participated in the training sessions.
Paediatr Respir Rev
September 2024
Department of Paediatric Emergency Medicine, The Children's Hospital at Westmead, Westmead, NSW, Australia; Clinical Associate Professor, The University of Sydney Children's Hospital Westmead Clinical School, Westmead, NSW, Australia. Electronic address:
Simulation based education (SBE) is an educational tool increasingly used in the approach to the initial and ongoing education of healthcare professionals. Like all education tools, SBE needs to be used appropriately to achieve the desired outcomes. Using Cognitive Load Theory (CLT) in the instructional design of simulations is essential to maximise participant learning by reducing extraneous load and optimising intrinsic load.
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