Supporting implementation through collaborative learning: facilitating access to clinical expertise
نویسندگان
چکیده
Objective Learning collaboratives (LCs) have potential to promote implementation of empirically supported treatments (ESTs) in healthcare organizations and systems by building networks among clinicians and with key content experts that facilitate shared expertise. However, the effectiveness of LCs for facilitating clinicians’ access to expertise, and implementation success is untested. This study examines LCs’ impact on how clinicians choose colleagues for professional advice by assessing the influence of expertise and experience on the evolution of advice-seeking patterns among LC participants.
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