Developing learning health systems in the UK: Priorities for action

Each stage can differ in scale and intensity (appropriate to the LHS’s goals) – that is, in the depth and granularity of the work going on, the number of people involved, the timescale, the cost and so on. [...] In summary, variation in the three aspects of LHSs outlined here – the nature of services provided, the nature of the learning community and improvement ambition, and the scale and intensity of each stage of the learning and improvement cycle – makes many different types of LHS possible.12 Figure 3 illustrates some of this diversity, using a selection of the case studies presented in this report. [...] In light of the knowledge gap surrounding COVID-19 and the need for rapid implementation of learning about the disease, the Nightingale was purposefully designed to be an LHS.41 The LHS approach enabled the Nightingale to rapidly make decisions backed by data and evidence to improve the delivery of care, quickly monitor the impact and make iterative adjustments where necessary. [...] Key issues and opportunities The potential of data for learning health systems Better use of data has huge potential to improve the quality, safety and cost-effectiveness of care and address unwarranted variation, across the whole health service.53 The data can be quantitative or qualitative and be drawn from many sources. [...] Understanding the health and needs of people and their communities The move towards better collaboration between health and care providers and commissioners – through, for example, health boards in Scotland and integrated care systems in England – provides an opportunity to improve the health of their populations.