Embracing Uncertainty: Complexity-Inspired Innovations at Billings Clinic

Lindberg, Curt; Hatch, Margaret; Mohl, Virginia K.; Arce, Carlos Félix; Ciemins, Elizabeth L.

doi:10.1007/978-1-4614-4998-0_40

Cited by 5 publications

(4 citation statements)

References 9 publications

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“…Tutors prompted students to trace their own actions and effects on these systems, to listen for and seek emerging possibilities, and not to apply protocols to solve problems. In other studies, researchers taught multidisciplinary practitioner groups how to understand the complex emergent systems of their work and then to apply these complexity principles to develop new ways of working; they claim to have achieved measurable positive patient outcomes when clinicians thus ‘put complexity to work’ . These offer seeds that may stimulate useful ideas for medical educators.…”

Section: (Socio‐material) Complexity Theory In Professional Educationmentioning

confidence: 99%

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Towards socio-material approaches in simulation-based education: lessons from complexity theory

2015

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Socio-material approaches such as complexity theory are spreading through research and practice in many aspects of professional education across disciplines. Here, we argue for the transformative potential of complexity theory in medical education using simulation as our focus. Complexity tools open questions about the socio-material contradictions inherent in SBE, draw attention to important material dynamics of emergence, and suggest practical educative ways to expand and deepen student learning.

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Section: (Socio‐material) Complexity Theory In Professional Educationmentioning

confidence: 99%

“…working; they claim to have achieved measurable positive patient outcomes when clinicians thus 'put complexity to work'. 21,22 These offer seeds that may stimulate useful ideas for medical educators.…”

Section: (Socio-material) Complexity Theory In Professional Educationmentioning

confidence: 99%

Towards socio-material approaches in simulation-based education: lessons from complexity theory

2015

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“…• billings clinic's decline in methicillin‐resistant Staphylococcus aureus infections following an intentional CST approach in the intensive care unit …”

Section: Moving Toward a Complex Systems Thinking Mindsetmentioning

confidence: 99%

Complex systems thinking in emergency medicine: A novel paradigm for a rapidly changing and interconnected health care landscape

Widmer

Swanson

Zink

et al. 2017

Evaluation Clinical Practice

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“…Interest in Learning Health Systems at Billings Clinic, an integrated health care delivery system in Montana, emerged as a multidisciplinary group of clinicians and leaders studied complexity science and the implications it held for health care improvement . They learned that complexity science scholars view learning as a self‐organizing process shaped by the interactions within a system, dependent on the diversity of perspectives, the network of individuals involved, and the characteristics of relationships and the flow of information within the network .…”

Section: Lhs Explorations At Billings Clinicmentioning

confidence: 99%

Learning: Contemplating the unexamined core of Learning Health Systems

Potts

Thompson

Merchant

et al. 2017

Learning Health Systems

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Introduction The current Learning Health Systems literature affords insufficient attention to the process of learning. In response, Billings Clinic focused on how to advance its learning capabilities and subsequently to contribute new insights into the process of learning to the LHS literature. Methods An environmental scan was conducted, including the grey literature (eg, technical reports and white papers) and peer‐reviewed research publications. Semistructured interviews were also conducted with Clinic staff members to determine the motivation of their engagement in meaningful quality improvement, or learning, initiatives. Results Six learning principles emerged from the literature review and staff interviews: (1) draw on wisdom of groups and value connections; (2) embrace sensemaking over decision making in dealing with the unexpected; (3) bring diverse perspectives to complex challenges; (4) animate people, provide direction, update regularly, and interact respectfully; (5) appreciate the power and ubiquity of emergent change and the limitations of planned change; and (6) concentrate on small wins and characterize challenges as mere problems. Examples of how these principles are beginning to influence how learning and improvement are understood and approached at Billings Clinic are described and serve as illustrations of the principles in action. Conclusion Becoming adept in learning is essential to realizing the vision of Learning Health Systems—to harness science, clinical research, and information generated by digital technology to inform and accelerate improvement in quality health care. This article seeks to contribute to greater understanding of this process by sharing a set of principles that are proving useful at one health care organization and to a more comprehensive conceptualization of Learning Health Systems.

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Embracing Uncertainty: Complexity-Inspired Innovations at Billings Clinic

Cited by 5 publications

References 9 publications

Towards socio-material approaches in simulation-based education: lessons from complexity theory

Towards socio-material approaches in simulation-based education: lessons from complexity theory

Complex systems thinking in emergency medicine: A novel paradigm for a rapidly changing and interconnected health care landscape

Learning: Contemplating the unexamined core of Learning Health Systems

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