Lack of policy development hinders the effective integration of research, education and health care delivery
The expanding health care demands of our community require that our health system have an expanding knowledge base, enhanced capability, greater process efficiency and more targeted application of clinical interventions. The search for new groundbreaking discoveries should continue unabated (for example, in replicating the success of statins in ameliorating coronary heart disease or antiretroviral therapy in controlling HIV infection). However, there is an equally important, immediate and ongoing daily need for all patients to receive better, safer and more efficient care from highly competent health professionals using existing knowledge and resources. This responsibility must be shared between health administrators, front-line health professionals, and academic teachers and researchers.
In recognition of this shared responsibility, at least four academic health science centres (AHSCs) have been established in Australia in the past 5 years. They comprise partnerships or collaborations between universities and their affiliated research institutes and health service organisations.
There is no universally agreed definition of an AHSC, but most are alliances of geographically co-located entities, with varying descriptions of what they actually do or hope to achieve. However, all AHSCs are committed to a tripartite mission of advancing research, education, and patient care. This mission presents challenges for AHSCs worldwide in responding to demands for high-value, patient-centred care and improved population health. Historically, the research stakeholders within AHSCs have attracted funding primarily to conduct basic research and biomedical studies aimed at new diagnostic and therapeutic discoveries, with less emphasis on education, patient care (especially primary care and preventive medicine), and health services research.1 However, this is likely to change as AHSCs realise they must match their pre-eminence in the science of discoveries with equal commitment to translational and implementation science focused on health system improvement.2 Can AHSCs truly claim to excel in scientific discovery if they are not researching ways of making clinical services more reliably excellent? Can they truly claim to teach high-quality medicine without consistently providing high-quality care? The AHSC needs to be defined as a centre of learning committed to improving health and health care by advancing, applying and disseminating knowledge through a learning health system.
Defining stakeholder roles and functions
Putting this ubiquitous aim of high-quality care for all into operation is the prime responsibility of health departments and health services, and is exacted by multiple key performance indicators (KPIs) and contractual obligations applied to their staff. Universities and research institutes are also subject to a regulatory system, but one that involves different performance measures centred on research output and academic excellence. These different objectives constrain the development of integrated health, education and research partnerships, which need to share a set of common objectives, incentivised by funding arrangements that all parties in the alliance can sign up to.
Such convergence is possible and necessary. In exploring new and better models of care, managers are seeking front-line clinician–researchers with leadership skills who can assist in the process. Engaging practising health professionals in the science of health service innovation presents a challenge. Specialty colleges and other professional bodies need to view and endorse AHSCs as one means of engaging their clinician constituency in health system improvement and the acquisition of requisite skills.3 Front-line consumers of health care must also be involved in determining priorities for research and service delivery.
In turn, senior government representatives and policymakers must show leadership in endorsing and resourcing ASHCs as vehicles for drawing together, with appropriate balance, all of the endeavours directed towards improving health care for, and the health of, the community. Health service managers need to make their services more research-friendly by actively facilitating research governance, ethics approvals, participant access and recruitment, and data collection systems.
The success of AHSCs as vehicles underpinning learning health systems requires structural alignment and functional integration of research, education and clinical service delivery. Accountability for each of these three elements, which are currently held by different agencies (traditionally universities and research institutes for research, teaching hospitals for education, and hospitals and health services, including primary care, for clinical services), must be brought together under one integrated learning health framework. This will not be easy. It requires both bottom-up leadership by local academic and clinical leaders and top-down leadership from government departments, statutory bodies and health service administrations. The boards of AHSCs must overcome the current physical, financial, administrative, professional, legal and historical factors that currently constrain research, education and service excellence within the individual partnering organisations. The operations of these new partnerships must be aligned so that new and better ideas and technologies that solve priority population health problems can be introduced more quickly, efficiently and effectively.
Encouragingly, there is evidence that the need for such alignment is recognised and is beginning to happen within AHSCs in the United States,4 United Kingdom5 and Canada,6 driven in no small measure by government policies, such as the Affordable Care Act 2010 in the US, and the Health and Social Act 2012 in the UK. In particular, AHSCs in the UK are now being surrounded by academic health science networks to ensure broader implementation of knowledge into patient care.5 In Australia, calls for recognition of the value of university teaching hospitals7 have drawn attention to our nation lagging behind international developments in integrating science and clinical service delivery,8 and have advocated for government action in developing AHSCs.
The research community perspective
In late 2010, the National Health and Medical Research Council (NHMRC) released a discussion paper that proposed to “invite consortia of universities, hospitals and medical research institutes to apply for recognition for excellence in research and research translation”.9 The NHMRC proposed that such centres be designated “Advanced Health Research Centres”. This descriptor was criticised by deans from the Group of Eight Universities8 for its eschewing of academia. The apparent tight alignment of “excellence” with basic science research, disproportionately rewarded by the NHMRC project grants system,1 also constrained any significant shift of academic mindsets towards applied clinical research and implementation of knowledge. This shortcoming was further profiled in the McKeon Review of health and medical research (HMR) in Australia,10 commissioned by the federal government. That review involved a wide diversity of stakeholders, and it proposed “an overarching message . . . [about the] lack of a sufficiently strong connection between HMR and the delivery of healthcare services”.10 It highlighted the need for an academic leadership body, as well as financial commitment and closer integration of research centres, if research was to be better embedded in the health care system. It also recognised the need for more commercialisation of research in parallel with translating evidence into practice. The review was released in February 2013, but the federal government is yet to formulate a policy and a structure for meeting these identified needs.
This shift towards closer integration between those who generate and those who use research has continued with the establishment of an NHMRC research translation faculty and, more recently, calls for submissions from academic and health care precincts to be recognised as Advanced Health Research and Translation Centres (AHRTCs).11 This new concept places yet more emphasis on how the scientific output of AHRTCs directly influences clinical practice and teaching, health care policies, and population health outcomes, both locally and more broadly.
Uniting for a common cause
We acknowledge that the prevailing uncertainties in the absence of a national plan for AHSCs may make whole-hearted commitment to comprehensive integration of academic and service organisations more difficult. Universities and biomedical research institutes are concerned that some of their research funding may be diverted to health service delivery, while health services have concerns that the reverse could occur, especially given the potentially large scope of clinical and health services research that will be required to drive evidence implementation and innovation across the entire health care system.
This uncertainty impedes a concerted effort to bring applied clinical and health services research into both mainstream academia and service delivery, as evidenced by the relatively few centres of clinical effectiveness or health service evaluation in this country. Although the science of implementation is receiving increasing attention internationally,12 maximal benefit from clinical research, knowledge translation and service innovation will only be realised by collaborative academic–service partnerships that cover the whole spectrum, from basic science to front-line patient care. Within such partnerships, the mindsets of all agencies and individuals involved, including those of practising clinicians, must converge on creating learning health care systems that aspire to deliver the best possible health care within declared financial constraints. Strategies for facilitating such convergence in our AHSC13 are provided in the Appendix.
The mission for AHSCs and AHRTCs is to serve as vehicles for integrating academia and service delivery for the benefits of the community. Whether they succeed will depend on whether the partnering organisations within them, government departments, the NHMRC and the health professions believe in their worth and are prepared to openly support them with the required resources and governance frameworks. We challenge government and all key stakeholders to step forward and develop policies for ensuring their creativity, relevance, and sustainability.