Academic Learning Health System Preventions for Promoting Health Equity (aLHS-PRE) Predoctoral Training Program - PROJECT SUMMARY/ABSTRACT A critical barrier to realizing the promise of prevention in the academic Learning Health System (aLHS) is the insufficient number of investigators with the skills to cross the research-practice chasm and create health systems in which new knowledge is integrated into clinical practice, not just for treatment but to prevent disease and improve population health. We propose to develop clinician prevention scientists – who are grounded in several rapidly evolving, but infrequently integrated focus areas and competencies, including: 1) health equity and health disparities research (including measurement of disparities; stakeholder engagement; leadership and research management; systems science and organizational change; and addressing social determinants of health and promoting health equity); 2) development and implementation of prevention interventions (including research questions and standards of scientific evidence; ethics of research and implementation in health systems and the community; and study design and development of multi-level interventions); and 3) methodological and statistical approaches (including implementation science methods; health system research methods; biomedical informatics; biostatistics and data science; and scientific communication). We propose an innovative academic Learning Health System Preventions for PRomoting Health Equity (aLHS-PRE) T32 program to provide the next generation of clinician prevention scientists with the methodological and professional skills to conduct rigorous research in complex multi-level environments across multiple domains, including health systems, and to disseminate and implement findings from research into practice, utilizing a framework to reduce health disparities and promote health equity through: (1) building competency in the above focus areas, (2) building skills in team science and leading interdisciplinary, diverse research teams; and (3) preparing trainees for productive research careers. The aLHS-PRE will target outstanding predoctoral candidates who are underrepresented in prevention research who are currently pursuing doctoral-level clinical training in health professions. We will have a cohort of five trainees who will pursue an established MS degree in LHS science with a curriculum designed around the competencies above; trainees will conduct a mentored research project guided by diverse mentoring teams consisting of experienced and committed subject-matter experts, health system leaders, and “step ahead” faculty, all of whom are well-grounded in the principles of effective mentoring. Mentors will complete the Clinical and Translational Science Institute (CTSI) Mentor Academy that addresses core mentoring competencies. The aLHS-PRE will be part of an integrated educational infrastructure at Wake Forest (WF) CTSI that includes a postdoctoral TL1 program in aLHS; trainees will utilize CTSI resources, attend professional development seminars, and build networks with other WF T32 trainees. This unique training experience will prepare trainees for future careers as clinicial prevention scientists leading integration of preventive care in the health system.
