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

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. Read this first: What is double-loop learning in global health? 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 …

When learning meets emergency

When learning meets emergency: The Geneva Learning Foundation’s approach to crisis response

Reda SadkiGlobal health

This article is based on Zapnito CEO Charles Thiede’s interview of Reda Sadki on 16 September 2019. “I knew we had hit gold when a young doctor in Ghana was able to turn what he learned into action – and get results that improved the health outcome prospects of every pregnant woman in his district – in just four weeks,” says Reda Sadki, founder of the Geneva Learning Foundation. “His motivation was being part of this global network, this global community, but his focus was on local action.” The transformation from classroom learning to immediate implementation in a healthcare setting taught Sadki something profound about how people learn to lead change when facing life-threatening emergencies. For the Geneva Learning Foundation, which he founded just three years ago, this connection between knowledge and action is not accidental. It is the result of a deliberate methodology that challenges conventional assumptions about professional development …

Artificial intelligence for immunization learning

Digital health: The Geneva Learning Foundation to bring AI-driven training to health workers in 90 countries

Reda SadkiGlobal health

GENEVA, 23 April 2019 – The Geneva Learning Foundation (GLF) is partnering with artificial intelligence (AI) learning pioneer Wildfire to pilot cutting edge learning technology with over 1,000 immunization professionals in 90 countries, many working at the district level. British startup Wildfire, an award-winning innovator, is helping the Swiss non-profit tackle a wicked problem: while international organizations publish global guidelines, norms, and standards, they often lack an effective, scalable mechanism to support countries to turn these into action that leads to impact. By using machine learning to automate the conversion of such guidelines into learning modules, Wildfire’s AI reduces the cost of training health workers to recall critical information. This is a key step for global norms and standards to translate into making a real impact in the health of people. If the pilot is successful, Wildfire’s AI will be included in TGLF’s Scholar Approach, a state-of-the-art evidence-based package of pedagogies to …

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 …