Bridging research and practice in a learning health system: Developing and refining an embedded scholars program through insights from scholars and clinical mentors
Abstract Introduction A learning health system (LHS) necessitates collaboration to produce translational health research. This experience report examines the integration of Clemson University scholars into clinical departments of Prisma Health–Upstate in South Carolina, highlighting their experience...
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| Materialtyp: | Artikel |
| Språk: | engelska |
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Wiley
2025-07-01
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| Serie: | Learning Health Systems |
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| Länkar: | https://doi.org/10.1002/lrh2.10481 |
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| _version_ | 1839627562977853440 |
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| author | Windsor Westbrook Sherrill Luke Hall Lawrence Fredendall Janet Hoffman Evatt |
| author_facet | Windsor Westbrook Sherrill Luke Hall Lawrence Fredendall Janet Hoffman Evatt |
| author_sort | Windsor Westbrook Sherrill |
| collection | DOAJ |
| description | Abstract Introduction A learning health system (LHS) necessitates collaboration to produce translational health research. This experience report examines the integration of Clemson University scholars into clinical departments of Prisma Health–Upstate in South Carolina, highlighting their experiences working alongside clinician mentors to inform and facilitate research translation. Particularly, this study aims to explore the interpersonal and structural factors influencing the success of an embedded scholar program, focusing on enablers and barriers to collaboration, knowledge integration, and mentorship within the LHS. Methods Nine embedded scholar and 12 mentor semi‐structured interviews were conducted. This qualitative study initially used an inductive technique to analyze responses thematically. After thematic saturation was achieved, deductive analysis was utilized to further organize enablers and barriers across the following five categories: (1) Scholar Integration, (2) Scholar Autonomy, (3) Mentor Support, (4) Programmatic Outcomes, and (5) Institutional Dynamics. Results We found 10 major program‐related enablers and barriers to successfully embedding scholars. These were clinical environment adaptation, mentor interaction, research management, balance of independence, role clarity, resource provision, research application and quality, scholar development, organizational support, and policy and procedure alignment. Findings reveal that effective mentorship, organizational alignment, and resource availability are critical enablers of program success, while misaligned expectations, limited institutional support, and insufficient scholar integration into clinical environments are barriers. Conclusion Evaluating specific components of embedded scholar programs can uncover best practices and innovation opportunities in the LHS. These provide a great opportunity to enhance the mentorship mechanisms between clinical mentors and embedded researchers. As research on embedded scholars in a LHS progresses, fostering structured mentoring relationships may serve as an impetus to bridge the gap between research and clinical practice. Further study is needed to operationalize these relationships effectively. |
| format | Article |
| id | doaj-art-04e20b7de8ba4d37b46d2eb9551cbdd6 |
| institution | Matheson Library |
| issn | 2379-6146 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Wiley |
| record_format | Article |
| series | Learning Health Systems |
| spelling | doaj-art-04e20b7de8ba4d37b46d2eb9551cbdd62025-07-16T08:06:36ZengWileyLearning Health Systems2379-61462025-07-0193n/an/a10.1002/lrh2.10481Bridging research and practice in a learning health system: Developing and refining an embedded scholars program through insights from scholars and clinical mentorsWindsor Westbrook Sherrill0Luke Hall1Lawrence Fredendall2Janet Hoffman Evatt3Clemson University School of Health Research Clemson South Carolina USAClemson University School of Health Research Clemson South Carolina USAClemson University School of Health Research Clemson South Carolina USAClemson University School of Health Research Clemson South Carolina USAAbstract Introduction A learning health system (LHS) necessitates collaboration to produce translational health research. This experience report examines the integration of Clemson University scholars into clinical departments of Prisma Health–Upstate in South Carolina, highlighting their experiences working alongside clinician mentors to inform and facilitate research translation. Particularly, this study aims to explore the interpersonal and structural factors influencing the success of an embedded scholar program, focusing on enablers and barriers to collaboration, knowledge integration, and mentorship within the LHS. Methods Nine embedded scholar and 12 mentor semi‐structured interviews were conducted. This qualitative study initially used an inductive technique to analyze responses thematically. After thematic saturation was achieved, deductive analysis was utilized to further organize enablers and barriers across the following five categories: (1) Scholar Integration, (2) Scholar Autonomy, (3) Mentor Support, (4) Programmatic Outcomes, and (5) Institutional Dynamics. Results We found 10 major program‐related enablers and barriers to successfully embedding scholars. These were clinical environment adaptation, mentor interaction, research management, balance of independence, role clarity, resource provision, research application and quality, scholar development, organizational support, and policy and procedure alignment. Findings reveal that effective mentorship, organizational alignment, and resource availability are critical enablers of program success, while misaligned expectations, limited institutional support, and insufficient scholar integration into clinical environments are barriers. Conclusion Evaluating specific components of embedded scholar programs can uncover best practices and innovation opportunities in the LHS. These provide a great opportunity to enhance the mentorship mechanisms between clinical mentors and embedded researchers. As research on embedded scholars in a LHS progresses, fostering structured mentoring relationships may serve as an impetus to bridge the gap between research and clinical practice. Further study is needed to operationalize these relationships effectively.https://doi.org/10.1002/lrh2.10481embedded scholarlearning health systemsorganizational theoryresearch collaborationresearch policy |
| spellingShingle | Windsor Westbrook Sherrill Luke Hall Lawrence Fredendall Janet Hoffman Evatt Bridging research and practice in a learning health system: Developing and refining an embedded scholars program through insights from scholars and clinical mentors Learning Health Systems embedded scholar learning health systems organizational theory research collaboration research policy |
| title | Bridging research and practice in a learning health system: Developing and refining an embedded scholars program through insights from scholars and clinical mentors |
| title_full | Bridging research and practice in a learning health system: Developing and refining an embedded scholars program through insights from scholars and clinical mentors |
| title_fullStr | Bridging research and practice in a learning health system: Developing and refining an embedded scholars program through insights from scholars and clinical mentors |
| title_full_unstemmed | Bridging research and practice in a learning health system: Developing and refining an embedded scholars program through insights from scholars and clinical mentors |
| title_short | Bridging research and practice in a learning health system: Developing and refining an embedded scholars program through insights from scholars and clinical mentors |
| title_sort | bridging research and practice in a learning health system developing and refining an embedded scholars program through insights from scholars and clinical mentors |
| topic | embedded scholar learning health systems organizational theory research collaboration research policy |
| url | https://doi.org/10.1002/lrh2.10481 |
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