Examples of double-loop learning in global health

Five examples of double-loop learning in global health

Reda SadkiWriting

Read this first: What is double-loop learning in global health? Example 1: Addressing low uptake of a vaccine program Single–Loop Learning: Improve logistics and supply chain management to ensure consistent vaccine availability at clinics. Double–Loop Learning: Engage with community leaders to understand cultural beliefs and concerns around vaccination, and co-design a more localized and trustworthy immunization strategy. What is the difference? Double-loop learning questions the assumption that the primary goal should be to increase uptake at all costs. It considers whether the program design respects community autonomy and addresses their real concerns. It may surface competing values of public health impact vs. community self-determination. Example 2: Responding to an infectious disease outbreak Single–Loop Learning: Rapidly mobilize health workers and supplies to affected areas to contain the outbreak following established emergency protocols. Double–Loop Learning: Critically examine why the health system was vulnerable to this outbreak, and work with communities to redesign …

Why learning culture is the missing link between learning and performance in global health

Learning culture: the missing link in global health between learning and performance

Reda SadkiGlobal health

Read this first: What is double-loop learning in global health? Learning culture is a critical concept missing from health systems research. It provides a practical and actionable framework to operationalize the notion of ‘learning health systems’ and drive transformative change. Watkins and Marsick describe learning culture as the capacity for change. They identify seven key action imperatives or “essential building blocks” that strengthen it: continuous learning opportunities, inquiry and dialogue, collaboration and team learning, systems to capture and share learning, people empowerment, connection to the environment, and strategic leadership for learning (Watkins & O’Neil, 2013). Crucially, the instrument developed by Watkins and Marsick assesses learning culture by examining perceptions of norms and practices, not just individual behaviors (Watkins & O’Neil, 2013). This aligns with Seye Abimbola’s assertion that learning in health systems should be “people-centred” and occurs at multiple interconnected levels. Furthermore, this research demonstrates that certain dimensions of learning …

What is double loop learning in global health

What is double-loop learning in global health?

Reda SadkiGlobal health

Argyris (1976) defines double-loop learning as occurring “when errors are corrected by changing the governing values and then the actions.” He contrasts this with single-loop learning, where “errors are corrected without altering the underlying governing values.” This is challenging because it can threaten one’s sense of competence and self-image. Checking for double-loop learning: ‘Are we doing things right?’ vs. ‘Are we doing the right things?’ In global health, double-loop learning means not just asking “Are we doing things right?” but also “Are we doing the right things?” It means being willing to challenge long-held assumptions about what works, for whom, and under what conditions. Epistemological assumptions (“we already know the best way”), methodological orthodoxies (“this is not how we do things”), and apolitical stance (“I do health, not politics”) of epidemiology can predispose practitioners to be dismissive of a concept like double-loop learning.  Learn more: Five examples of double-loop learning …

Jazz ensemble or classical orchestra

Metaphors of global health: jazz improvisation ensemble or classical orchestra?

Reda SadkiCulture, Global health, Thinking aloud

In the realm of classical music, the orchestra stands as a formidable emblem of aesthetic grandeur and refinement. However, beneath the veneer of sophistication lies a deeply entrenched system that stymies the potential for creative exploration and spontaneity. As in a straitjacket, the rigidity of this system threatens to reduce the rich tapestry of human experience into a sterile hierarchy, devoid of the serendipity that breathes life into artistic expression. The classical orchestra is governed by a hierarchy that places the conductor at the apex, wielding an almost tyrannical authority over the musicians. It is a system that perpetuates a culture of conformity, where musicians are coerced into subsuming their individuality in the service of an imposed order. This stifling environment leaves little room for the musicians to contribute their own interpretations or creative impulses, and instead demands that they adhere strictly to the conductor’s vision, which is often based …

What is the difference between a wicked problem and a grand challenge

What is the difference between a wicked problem and a grand challenge?

Reda SadkiGlobal health

The management concepts of wicked problems and grand challenges are closely related but have some key distinctions: Similarities Both wicked problems and grand challenges refer to complex, systemic issues that are difficult to solve and have far-reaching societal impacts. They share several characteristics: Distinctions While closely related, there are some nuanced differences: Scope and framing Solution approach Origin and usage Relationship Many scholars view grand challenges as a subset or reframing of wicked problems. Grand challenges can be seen as large-scale wicked problems that have been formulated into more actionable goals. The grand challenges framing aims to mobilize collaborative efforts to make progress on wicked problems, even if they cannot be fully solved. Both concepts highlight the need for: Understanding both wicked problems and grand challenges can help managers and policymakers develop more effective approaches to complex societal issues. The grand challenges framing, in particular, may help motivate action and …