Learning health systems · 2026
Developing a Program Evaluation Training Within a National Federal Healthcare Setting: Veterans Affairs Evaluation Bootcamp Training.
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Shafik Nardeen M, Donnelly John P, Johnson Jessica, Kawentel Linda M, Bowersox Nicholas W
Аннотация
INTRODUCTION: Learning Health Systems (LHSs) depend on the ability to effectively evaluate programs and translate data into practice. Within the Veterans Affairs (VA) health system, formal mandates require programmatic decision-making to be data-driven; however, opportunities for staff to develop applied program evaluation skills that support LHS learning cycles remain limited.
METHODS: To address this need, the synchronous virtual Evaluation Bootcamp Training (EBcT) was developed to equip learners with practical, applied evaluation skills. This manuscript describes the design rationale, structure, and core concepts of the training, emphasizing design decisions intended to support evaluation capacity building within a large and complex health system.
RESULTS: EBcT was delivered over 4 days across 2 training cohorts (8 learners in 4 project teams from Cohort 1; 12 learners in 5 project teams from Cohort 2). Project teams addressed a range of clinical and operational initiatives within VA. Learners represented diverse professional roles, including lead evaluators, clinical subject matter experts, project managers, operational leaders, and analysts. Learners reported high satisfaction throughout the training, with full attendance at application sessions and strong participation in didactic components. A majority reported meeting predefined evaluation learning targets at the end of the training.
CONCLUSION: Findings suggest that structured, team-based training models such as EBcT can strengthen evaluation capacity and support LHS functioning by equipping project teams to engage in repeated cycles of measurement, learning, and performance improvement.
METHODS: To address this need, the synchronous virtual Evaluation Bootcamp Training (EBcT) was developed to equip learners with practical, applied evaluation skills. This manuscript describes the design rationale, structure, and core concepts of the training, emphasizing design decisions intended to support evaluation capacity building within a large and complex health system.
RESULTS: EBcT was delivered over 4 days across 2 training cohorts (8 learners in 4 project teams from Cohort 1; 12 learners in 5 project teams from Cohort 2). Project teams addressed a range of clinical and operational initiatives within VA. Learners represented diverse professional roles, including lead evaluators, clinical subject matter experts, project managers, operational leaders, and analysts. Learners reported high satisfaction throughout the training, with full attendance at application sessions and strong participation in didactic components. A majority reported meeting predefined evaluation learning targets at the end of the training.
CONCLUSION: Findings suggest that structured, team-based training models such as EBcT can strengthen evaluation capacity and support LHS functioning by equipping project teams to engage in repeated cycles of measurement, learning, and performance improvement.