| Dozent/in |
Dr. oec. publ. Helena Antonie Baier; Sarah Mantwill, PhD |
| Veranstaltungsart |
Vorlesung |
| Code |
HS261149 |
| Semester |
Herbstsemester 2026 |
| Durchführender Fachbereich |
Gesundheitswissenschaften |
| Studienstufe |
Bachelor |
| Termin/e |
Do, 17.09.2026, 08:15 - 10:00 Uhr, E.509
Do, 24.09.2026, 08:15 - 10:00 Uhr, E.509
Do, 01.10.2026, 08:15 - 10:00 Uhr, E.509
Do, 08.10.2026, 08:15 - 10:00 Uhr, E.509
Do, 15.10.2026, 08:15 - 10:00 Uhr, E.509
Do, 29.10.2026, 08:15 - 10:00 Uhr, E.509
Do, 05.11.2026, 08:15 - 10:00 Uhr, E.509
Do, 12.11.2026, 08:15 - 10:00 Uhr, E.509
Do, 19.11.2026, 08:15 - 10:00 Uhr, E.509
Do, 26.11.2026, 08:15 - 10:00 Uhr, E.509
Do, 03.12.2026, 08:15 - 10:00 Uhr, E.509
Do, 10.12.2026, 08:15 - 10:00 Uhr, E.509
Do, 17.12.2026, 08:15 - 10:00 Uhr, E.509 |
| Umfang |
2 Semesterwochenstunden |
| Inhalt |
Health systems are in constant flux – yet change alone does not guarantee learning. Policies are introduced, programs are implemented, and reforms are debated, but how often do health systems actually learn from what they do? The gap between what is known and what is done remains stubbornly wide. Closing that gap is not merely a technical problem. It is also an organizational and political one.
A Learning Health System (LHS) systematically integrates data, experience, and evidence to continuously improve decision-making, policy, and practice. By linking past actions to their outcomes, LHSs enable adaptive, evidence-informed health systems that evolve over time.
This course introduces students to the core concepts, structures, and functions of Learning Health Systems. It provides a conceptual framework alongside real-world examples from different global contexts. Students will explore how learning processes operate across different system levels, how feedback loops are established, and how data and evidence are translated into action. A particular focus is placed on the role of stakeholder engagement and knowledge systems, understanding whose knowledge counts, how different forms of knowledge are produced, validated, and used, and how different actors contribute to and are shaped by learning processes. Meaningful participation and the recognition of diverse knowledge sources are understood as central to system improvement.
For students in health sciences, this course offers an integrating perspective across disciplines they will encounter throughout their studies - from health policy and economics to epidemiology and evidence-based medicine. LHS concepts do not replace these fields; they connect them, adding a dimension that is increasingly relevant in professional and policy contexts. |
| Lernziele |
By the end of the course, students will be able to:
- Explain the concept and relevance of Learning Health Systems for continuous improvement in healthcare
- Describe key components of LHS, including system levels, feedback loops, and mechanisms of learning
- Analyze the benefits and challenges associated with implementing LHS in different contexts
- Identify enabling factors and barriers to effective system-wide learning
- Apply LHS principles to assess and improve real-world health system settings |
| Voraussetzungen |
Students are expected to have a basic understanding of the Swiss health system and its institutional and policy context, including key actors, governance structures, and decision-making processes. No additional prior knowledge or technical background is required. |
| Sprache |
Bilingue - Deutsch / Englisch |
| Anmeldung |
Moodle: https://elearning.hsm-unilu.ch/course/view.php?id=1085
|
| Leistungsnachweis |
Student performance is assessed based on a combination of a presentation (40%) and a written assignment (60%). The main component, the written assignment, is a short paper for which students select a real-world health system topic to which Learning Health System (LHS) principles could be applied. The paper should demonstrate the ability to link theory and practice, critically evaluate existing structures, and propose actionable improvements. As part of the work, students are also required to conduct and analyze one interview.
In preparation for the paper, students present their initial drafts – including data sources, relevant LHS structures, and potential interview partners – in a short presentation of approximately 5-8 minutes, held mid-semester. The presentation is not merely a progress check; it is an opportunity to sharpen ideas through peer and instructor feedback, and to practice communicating complex concepts clearly and concisely.
Together, these two assessment elements emphasize application-oriented learning, critical reflection, and the practical application of Learning Health System concepts.
IMPORTANT: In order to earn credits and participate at the exam registration via Uni Portal within the exam registration period is MANDATORY. Further information: www.unilu.ch/en/study/courses-exams-regulations/health-sciences-and-medicine/exams/ |
| Abschlussform / Credits |
written assignment/ oral presentation / 3 Credits
|
| Hörer-/innen |
Nein |
| Kontakt |
helena.baier@unilu.ch / sarah.mantwill@unilu.ch |