Coley R Yates, Duan Kevin I, Hoopes Andrea J, Lapham Gwen T, Liljenquist Kendra, Marcotte Leah M, Ramirez Magaly, Schuttner Linnaea
Kaiser Permanente Washington Health Research Institute Seattle Washington USA.
Department of Biostatistics University of Washington Seattle Washington USA.
Learn Health Syst. 2022 Jul 24;6(4):e10330. doi: 10.1002/lrh2.10330. eCollection 2022 Oct.
In 2016, the Agency for Healthcare Research and Quality (AHRQ) recommended seven domains for training and mentoring researchers in learning health systems (LHS) science. Health equity was not included as a competency domain. This commentary from scholars in the Consortium for Applied Training to Advance the Learning health system with Scholars/Trainees (CATALyST) K12 program recommends that competency domains be extended to reflect growing demands for evidence on health inequities and interventions to alleviate them. We present real-life case studies from scholars in an LHS research training program that illustrate facilitators, challenges, and potential solutions at the program, funder, and research community-level to receiving training and mentorship in health equity-focused LHS science. We recommend actions in four areas for LHS research training programs: (a) integrate health equity throughout the current LHS domains; (b) develop training and mentoring in health equity; (c) establish program evaluation standards for consideration of health equity; and (d) bring forth relevant, extant expertise from the areas of health disparities research, community-based participatory research, and community-engaged health services research. We emphasize that LHS research must acknowledge and build on the substantial existing contributions, mainly by scholars of color, in the health equity field.
2016年，医疗保健研究与质量局（AHRQ）推荐了七个领域，用于学习型健康系统（LHS）科学领域的研究人员培训和指导。健康公平未被纳入能力领域。来自应用培训促进学者/学员学习型健康系统联盟（CATALyST）K12项目的学者撰写的这篇评论建议，应扩展能力领域，以反映对健康不平等证据及缓解这些不平等的干预措施的需求不断增加。我们展示了LHS研究培训项目中学者的实际案例研究，这些案例说明了在项目、资助者和研究社区层面，接受以健康公平为重点的LHS科学培训和指导时的促进因素、挑战及潜在解决方案。我们为LHS研究培训项目推荐了四个领域的行动：（a）将健康公平纳入当前LHS的各个领域；（b）开展健康公平方面的培训和指导；（c）建立考虑健康公平的项目评估标准；（d）引入健康差异研究、基于社区的参与性研究和社区参与的健康服务研究领域的相关现有专业知识。我们强调，LHS研究必须承认并借鉴健康公平领域现有的大量贡献，这些贡献主要来自有色人种学者。
