The development of national learning collaborative for ePRO enabled RSM in oncology: insights for co-implementation.

introductionLearning collaboratives are a widely used implementation strategy for supporting the spread of complex innovations, but little is known about how learning collaboratives develop and sustain over time. The OncoPRO initiative, a PCORI-funded national learning collaborative focused on implementing remote symptom monitoring (RSM) using electronic patient-reported outcomes (ePROs) in oncology, provides a unique opportunity to explore this process. By examining how OncoPRO fosters collaboration, shares strategies, and adapts to diverse sites, this study offers critical insights into both the development of learning collaboratives and their ability to support the long-term success of complex healthcare initiatives.

methodsThis study employed a multi-methods implementation science approach to examine the development and first year of the OncoPRO initiative. From conception through year 1 (March 2023-December 2024), OncoPRO provided support to 12 independent health systems. We identified cross-organizational barriers encountered during the development of a national learning collaborative, and the implementation strategies employed to address them, using field notes generated during all OncoPRO-related meetings, site-level communications, and site presentations during meetings. We systematically identified and categorized barriers and implementation strategies using the Consolidated Framework for Implementation Research (CFIR) 2.0 and the Expert Recommendations for Implementing Change (ERIC) frameworks. Strategies were then categorized into domains based on their alignment with each other and learning collaborative implementation components or processes.

resultsWe identified 29 overarching barriers (e.g., lack of best practices; clinician buy-in) that were addressed through 37 foundational implementation strategies relevant to developing and facilitating the learning collaborative. These implementation strategies were organized into six domains: building a multi-level foundation, engaging and onboarding implementation sites, building shared learning structures, supporting technical rollout, embedding feedback loops and quality monitoring, and stimulating demand for RSM and collaborative participation. Most barriers were addressed using multiple strategies, and individual strategies often targeted several barriers simultaneously. Broad strategies addressing multiple barriers (e.g. build a coalition; identify early adopters) were deployed early to develop a base for the collaborative. As the initiative matured, strategies targeting specific barriers (e.g. develop and implement quality monitoring systems) were added to support site-level operationalization and continuous improvement.

conclusionThis study describes our approach to building a national learning collaborative for ePRO-enabled RSM implementation in oncology, focused on the initial phase of implementation. It offers a case study and potential roadmap for others involved in the initial development of large-scale collaboratives for complex interventions. This descriptive process analysis lays the groundwork for future analyses of implementation variation and strategy effectiveness across participating health systems, and highlights how learning collaboratives can support the implementation of complex quality initiatives like RSM in oncology.