Objective
Policymakers have increasingly turned to Learning Collaboratives (LCs) as a strategy for improving usual care through the dissemination of evidence-based practices. The purpose of this review is to characterize the state of the evidence on LCs in mental health care.
Methods
A systematic search of major academic databases for peer-reviewed articles on LCs in mental health care generated 421 unique articles across a range of disciplines; 28 mental health articles were selected for full-text review, and 20 articles comprising 16 distinct studies met criteria for final inclusion. Articles were coded to identify the LC components reported, the focus of the research, and key findings.
Results
The majority of the articles included baseline to post-collaborative assessments of provider- or patient-level variables; there was only one study with a comparison condition. The LC targets ranged tremendously, from the use of a depression screener to implementation of evidence-based treatments. Fourteen crosscutting LC components (e.g., in-person learning sessions, phone meetings, data reporting, leadership involvement, training in QI methods) were identified from a systematic review of the extant literature on LCs. The LCs in this review reported including, on average, 7 components, most commonly in-person learning sessions, Plan-Do-Study-Act (PDSA) cycles, multidisciplinary QI teams, and data collection for QI.
Conclusions
LCs are being used widely in mental health care with minimal evidence of their effectiveness and unclear reporting on specific components. There is a great need for rigorous observational and controlled research studies on the impact of LCs on targeted provider- and patient-level outcomes.