探索评价对学习和健康创新可持续性的影响：一项实际综合的研究方案。

Exploring the impact of evaluation on learning and health innovation sustainability: protocol for a realist synthesis.

机构信息

Institute for Better Health, 100 Queensway West-Clinical, Administrative Building, 6Th Floor, Mississauga, ON, L5B 1B8, Canada.

Institute of Health Policy Management and Evaluation (IHPME), Dalla Lana School of Public Health, University of Toronto, Suite 425-155 College Street, Toronto, ON, M5T 3M6, Canada.

出版信息

Syst Rev. 2023 Oct 6;12(1):188. doi: 10.1186/s13643-023-02348-5.

DOI:10.1186/s13643-023-02348-5

PMID:37803445

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10557319/

Abstract

BACKGROUND

Within the Learning Health System (LHS) model, learning routines, including evaluation, allow for continuous incremental change to take place. Within these learning routines, evaluation assists in problem identification, data collection, and data transformation into contextualized information, which is then re-applied to the LHS environment. Evaluation that catalyzes learning and improvement may also contribute to health innovation sustainability. However, there is little consensus as to why certain evaluations seem to support learning and sustainability, while others impede it. This realist synthesis seeks to understand the contextual factors and underlying mechanisms or drivers that best support health systems learning and sustainable innovation.

METHODS

This synthesis will be guided by Pawson and colleagues' 2005 and Emmel and colleagues' 2018 guidelines for conducting realist syntheses. The review process will encompass five steps: (1) scoping the review, (2) building theories, (3) identifying the evidence, (4) evidence selection and appraisal, and (5) data extraction and synthesis. An Expert Committee comprised of leaders in evaluation, innovation, sustainability, and realist methodology will guide this synthesis. Review findings will be reported using the RAMESES guidelines.

DISCUSSION

The use of a realist review will allow for exploration and theorizing about the contextual factors and underlying mechanisms that make evaluations 'work' (or 'not work') to support learning and sustainability. Depending on results, we will attempt to synthesize findings into a series of recommendations for evaluations with the intention to support health systems learning and sustainability. Finalized results will be presented at national and international conferences, as well as disseminated via a peer-reviewed publication.

SYSTEMATIC REVIEW REGISTRATION

This realist synthesis protocol has been registered with PROSPERO ( https://www.crd.york.ac.uk/prospero/ ID 382690).

摘要

背景

在学习型健康系统（LHS）模型中，学习常规，包括评估，允许持续进行增量式变革。在这些学习常规中，评估有助于识别问题、收集数据，并将数据转化为情境化信息，然后将其重新应用于 LHS 环境。促进学习和改进的评估也可能有助于健康创新的可持续性。然而，为什么某些评估似乎支持学习和可持续性，而其他评估则阻碍了这一点，这方面还没有达成共识。本真实主义综合研究旨在了解最佳支持健康系统学习和可持续创新的情境因素和潜在机制或驱动因素。

方法

本综合研究将遵循 Pawson 和同事 2005 年以及 Emmel 和同事 2018 年进行真实主义综合研究的指南。审查过程将涵盖五个步骤：（1）审查范围，（2）构建理论，（3）确定证据，（4）证据选择和评估，以及（5）数据提取和综合。一个由评估、创新、可持续性和真实主义方法学领域的领导者组成的专家委员会将指导本综合研究。审查结果将按照 RAMESES 指南进行报告。