Global Learning Opportunities Within Social Innovation in Health (GLOWS): Modified Delphi Process to Identify and Pilot Core Competencies for Learning

Background

Social innovation in health refers to the community-engaged process that connects health improvement and social change. The aim of this study was to develop a consensus statement on core learning competencies in social innovation in health and pilot them as part of a participatory training workshop.

Methods and Findings

A modified Delphi Process aggregating data from a scoping review, global open call, and participatory process was organized. Participants were recruited from low, middle, and high-income countries with a range of social innovation experiences. Statements focused on social innovation in health core competencies for learning. Consensus was determined using the RAND/UCLA Appropriateness method.

After expressing interest in the project, 68 individuals received the survey link. 46 participants completed the first survey, and 34 completed the second survey. All 28 statements reached consensus, and based on the results of this first survey, some statements were added, amended, and merged to reach 30 consensus statements in the second survey. Competencies were categorized into skills, mindsets, and knowledge. Some competencies reached higher levels of agreement than others. This included community engagement, which can leverage the collective knowledge and problem-solving abilities of a diverse group of individuals to tackle complex challenges; social entrepreneurship skills such as business model knowledge, securing funding, team building, and knowledge of intersectional issues and health inequities.

Several learning competencies were then piloted as eight one-hour online workshops, which assessed the feasibility of developing them through online open-access social innovation training sessions. After completing the workshops, 137 participants completed a survey, and most participants reported a significant improvement across six competencies.

Conclusion

The results from this study will inform the development of a WHO/TDR conceptual framework for teachers and learners in social innovation in health.

Author Summary

Why was this study done?

This study was undertaken to develop a consensus statement on core learning competencies in social innovation in health and pilot them as part of a participatory training workshop.

What did the researchers do and find?

Some of the core competencies that reached high levels of agreement amongst the international panel included community engagement, which can leverage the collective knowledge and problem-solving abilities of a diverse group of individuals to tackle complex challenges; social entrepreneurship skills such as business model knowledge, securing funding, team building, and knowledge of intersectional issues and health inequities.

What do these findings mean?

These findings are important for fostering social innovation in health training programmes and will inform the development of a WHO/TDR conceptual framework.