Engaging community to co-design learning health systems: lessons from storytelling and Design Jam, a community case study from British Columbia, Canada
Health and research systems produce vast amounts of data, yet only a fraction is used to improve healthcare delivery—especially for equity-deserving communities. In Canada, Learning Health Systems (LHS) are guided by the Quadruple Aim: improving population health, enhancing patient and provider expe...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-07-01
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| Series: | Frontiers in Health Services |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/frhs.2025.1620659/full |
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| author | Margaret Chen-Mei Lin Margaret Chen-Mei Lin Krisztina Vasarhelyi Karen Lok Yi Wong Haruka Furuichi Jim Mann Annette Berndt Kayoung Lee Kayoung Lee Lori Benning Lillian Hung Lillian Hung |
| author_facet | Margaret Chen-Mei Lin Margaret Chen-Mei Lin Krisztina Vasarhelyi Karen Lok Yi Wong Haruka Furuichi Jim Mann Annette Berndt Kayoung Lee Kayoung Lee Lori Benning Lillian Hung Lillian Hung |
| author_sort | Margaret Chen-Mei Lin |
| collection | DOAJ |
| description | Health and research systems produce vast amounts of data, yet only a fraction is used to improve healthcare delivery—especially for equity-deserving communities. In Canada, Learning Health Systems (LHS) are guided by the Quadruple Aim: improving population health, enhancing patient and provider experience, and reducing costs, with equity now recognized as a critical additional aim. As LHS evolve, advancing health equity has become a core driver, particularly in Canada. An equitable LHS prioritizes inclusion, accessibility, and co-creation, ensuring that historically marginalized communities are active partners in shaping healthcare solutions. Community engagement is foundational to LHS, where individuals, families, and communities collaborate with clinicians, researchers, and decision-makers to drive meaningful improvements. This community case study describes how a large health authority in British Columbia integrated design thinking and a participatory action research approach to co-develop a vision for a community-centered LHS. Fifty diverse partners participated, including individuals and families, clinicians, non-clinical health staff, health administrators, researchers, and students. The project team drew on a Canadian LHS framework, appreciative inquiry, and design thinking to guide engagement activities. Participants co-designed a vision for LHS, proposing actions across six key areas, including (1) Legal and Ethical, (2) Science and Research, (3) Data and Technology, (4) Policy, Process, and Resources, (5) Indigenous Leadership & Participation, (6) Social, Community, and Equity. Through the sessions, lived experiences helped surface barriers and community priorities. Storytelling and Design Jam methods were key tools for fostering meaningful engagement. We propose practical considerations (INSPIRE) that researchers and policymakers can apply to enhance participation, foster equity, and ensure that Learning Health Systems remain community-driven and responsive to diverse needs: Inclusion first, Nurture Trust, Show impact, Partner with lived experience experts, Institutionalize diverse engagement, Recognize ethical responsibilities, and Ensure sustainability. Future research should investigate how to overcome barriers to participation, embed participatory approaches, and consider design-thinking in health system transformation. By focusing on community engagement, this case study demonstrates how LHS can be co-developed as inclusive and equity-driven. |
| format | Article |
| id | doaj-art-2e73c66726ca473facff944374deb4c0 |
| institution | Kabale University |
| issn | 2813-0146 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Health Services |
| spelling | doaj-art-2e73c66726ca473facff944374deb4c02025-08-20T03:58:44ZengFrontiers Media S.A.Frontiers in Health Services2813-01462025-07-01510.3389/frhs.2025.16206591620659Engaging community to co-design learning health systems: lessons from storytelling and Design Jam, a community case study from British Columbia, CanadaMargaret Chen-Mei Lin0Margaret Chen-Mei Lin1Krisztina Vasarhelyi2Karen Lok Yi Wong3Haruka Furuichi4Jim Mann5Annette Berndt6Kayoung Lee7Kayoung Lee8Lori Benning9Lillian Hung10Lillian Hung11School of Nursing, University of British Columbia, Vancouver, BC, CanadaIDEA Lab, University of British Columbia, Vancouver, BC, CanadaStrategy Deployment, Vancouver Coastal Health, Vancouver, BC, CanadaIDEA Lab, University of British Columbia, Vancouver, BC, CanadaSchool of Nursing, University of Fukui, Fukui, JapanIDEA Lab, University of British Columbia, Vancouver, BC, CanadaIDEA Lab, University of British Columbia, Vancouver, BC, CanadaSchool of Nursing, University of British Columbia, Vancouver, BC, CanadaIDEA Lab, University of British Columbia, Vancouver, BC, CanadaStrategy Deployment, Vancouver Coastal Health, Vancouver, BC, CanadaSchool of Nursing, University of British Columbia, Vancouver, BC, CanadaIDEA Lab, University of British Columbia, Vancouver, BC, CanadaHealth and research systems produce vast amounts of data, yet only a fraction is used to improve healthcare delivery—especially for equity-deserving communities. In Canada, Learning Health Systems (LHS) are guided by the Quadruple Aim: improving population health, enhancing patient and provider experience, and reducing costs, with equity now recognized as a critical additional aim. As LHS evolve, advancing health equity has become a core driver, particularly in Canada. An equitable LHS prioritizes inclusion, accessibility, and co-creation, ensuring that historically marginalized communities are active partners in shaping healthcare solutions. Community engagement is foundational to LHS, where individuals, families, and communities collaborate with clinicians, researchers, and decision-makers to drive meaningful improvements. This community case study describes how a large health authority in British Columbia integrated design thinking and a participatory action research approach to co-develop a vision for a community-centered LHS. Fifty diverse partners participated, including individuals and families, clinicians, non-clinical health staff, health administrators, researchers, and students. The project team drew on a Canadian LHS framework, appreciative inquiry, and design thinking to guide engagement activities. Participants co-designed a vision for LHS, proposing actions across six key areas, including (1) Legal and Ethical, (2) Science and Research, (3) Data and Technology, (4) Policy, Process, and Resources, (5) Indigenous Leadership & Participation, (6) Social, Community, and Equity. Through the sessions, lived experiences helped surface barriers and community priorities. Storytelling and Design Jam methods were key tools for fostering meaningful engagement. We propose practical considerations (INSPIRE) that researchers and policymakers can apply to enhance participation, foster equity, and ensure that Learning Health Systems remain community-driven and responsive to diverse needs: Inclusion first, Nurture Trust, Show impact, Partner with lived experience experts, Institutionalize diverse engagement, Recognize ethical responsibilities, and Ensure sustainability. Future research should investigate how to overcome barriers to participation, embed participatory approaches, and consider design-thinking in health system transformation. By focusing on community engagement, this case study demonstrates how LHS can be co-developed as inclusive and equity-driven.https://www.frontiersin.org/articles/10.3389/frhs.2025.1620659/fullperson centered health systemlearning health systemshealth services planningpatient and community engagementco-creationparticipatory action research |
| spellingShingle | Margaret Chen-Mei Lin Margaret Chen-Mei Lin Krisztina Vasarhelyi Karen Lok Yi Wong Haruka Furuichi Jim Mann Annette Berndt Kayoung Lee Kayoung Lee Lori Benning Lillian Hung Lillian Hung Engaging community to co-design learning health systems: lessons from storytelling and Design Jam, a community case study from British Columbia, Canada Frontiers in Health Services person centered health system learning health systems health services planning patient and community engagement co-creation participatory action research |
| title | Engaging community to co-design learning health systems: lessons from storytelling and Design Jam, a community case study from British Columbia, Canada |
| title_full | Engaging community to co-design learning health systems: lessons from storytelling and Design Jam, a community case study from British Columbia, Canada |
| title_fullStr | Engaging community to co-design learning health systems: lessons from storytelling and Design Jam, a community case study from British Columbia, Canada |
| title_full_unstemmed | Engaging community to co-design learning health systems: lessons from storytelling and Design Jam, a community case study from British Columbia, Canada |
| title_short | Engaging community to co-design learning health systems: lessons from storytelling and Design Jam, a community case study from British Columbia, Canada |
| title_sort | engaging community to co design learning health systems lessons from storytelling and design jam a community case study from british columbia canada |
| topic | person centered health system learning health systems health services planning patient and community engagement co-creation participatory action research |
| url | https://www.frontiersin.org/articles/10.3389/frhs.2025.1620659/full |
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