Abstract
Objective Learning collaboratives (LCs) have potential to promote implementation of empirically supported treatments (ESTs) in healthcare organizations and systems by building networks among clinicians and with key content experts that facilitate shared expertise. However, the effectiveness of LCs for facilitating clinicians’ access to expertise, and implementation success is untested. This study examines LCs’ impact on how clinicians choose colleagues for professional advice by assessing the influence of expertise and experience on the evolution of advice-seeking patterns among LC participants.
Highlights
From 7th Annual Conference on the Science of Dissemination and Implementation in Health North Bethesda, MD, USA. 8-9 December 2014
This study examines Learning collaboratives (LCs)’ impact on how clinicians choose colleagues for professional advice by assessing the influence of expertise and experience on the evolution of advice-seeking patterns among LC participants
We examined advice-seeking among 146 LC participants from 27 agencies participating in a naturally occurring, regional scale-up of a mental health empirically supported treatments (ESTs)
Summary
From 7th Annual Conference on the Science of Dissemination and Implementation in Health North Bethesda, MD, USA. 8-9 December 2014. Supporting implementation through collaborative learning: facilitating access to clinical expertise Alicia C Bunger1*, Nathan J Doogan2, Rochelle F Hanson3 From 7th Annual Conference on the Science of Dissemination and Implementation in Health North Bethesda, MD, USA.
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