TY - JOUR
T1 - Global learning opportunities within social innovation in health (GLOWS)
T2 - A modified Delphi process to identify and pilot core competencies for learning
AU - Wallace, Emily
AU - Tao, Yusha
AU - Aribodor, Ogechukwu B.
AU - Zhu, Zixuan
AU - Borbón, Angelica
AU - Halpaap, Beatrice
AU - Chakhame, Bertha M.
AU - Jacob, Eunice C.
AU - Ahmed, Fatema
AU - Francis, Joel Msafiri
AU - Septiawan, Komang G.
AU - Mawuli, Kovey
AU - Mutisya, Linet
AU - Ekasari, Marlita Putri
AU - Azugo, Nwadiuto Okwuniru
AU - Fourie, Tina
AU - Ruiz, Adriana S.
AU - Alger, Jackeline
AU - Mier, Abigail Ruth
AU - Tang, Weiming
AU - Aidoo-Frimpong, Gloria
AU - Nanono, Jackline
AU - Montealto, Jesson James A.
AU - Ezezika, Obidimma
AU - Kåks, Per
AU - Shan, Wenjie
AU - Mier-Alpano, Jana Deborah
AU - Marley, Gifty
AU - Chen, Elizabeth
AU - Tucker, Joseph D.
N1 - Publisher Copyright:
This is an open access article, free of all copyright, and may be freely reproduced, distributed, transmitted, modified, built upon, or otherwise used by anyone for any lawful purpose. The work is made available under the Creative Commons CC0 public domain dedication.
PY - 2026/1
Y1 - 2026/1
N2 - Background Social innovation in health refers to the community-engaged process that connects health improvement and social change. The aim of this study was to develop a consensus statement on core learning competencies in social innovation in health and pilot them as part of a participatory training workshop. Methods and findings A modified Delphi Process aggregating data from a scoping review, global open call, and participatory process was organized. Participants were recruited from low, middle, and high-income countries with a range of social innovation experiences. Statements focused on social innovation in health core competencies for learning. Consensus was determined using the RAND/UCLA Appropriateness method. After expressing interest in the project, 68 individuals received the survey. 46 participants completed the first survey, and 35 completed the second. All 28 statements reached consensus, and based on the results of this first survey, some statements were added, amended, and merged to reach 30 consensus statements in the second survey. Competencies were categorized into skills, mindsets, and knowledge. Twenty-five statements had a median Likert rating score of >8 indicating strong agreement. Some competencies reached higher levels of agreement. This included community engagement, which can leverage the collective knowledge and problem-solving abilities of a diverse group of individuals to tackle complex challenges; social entrepreneurship skills including business model knowledge, securing funding, team building, and knowledge of intersectional issues and health inequities. Twelve competencies were then piloted as eight one-hour online workshops, which assessed the feasibility of developing them through online open-access social innovation training sessions. Afterwards,137 participants completed a survey rating their competency on a scale from 1 (not competent) to 5 (very competent),most reported a significant 1-point improvement including in entrepreneurship and understanding intersectionality. Conclusion The results from this study will inform the development of a WHO/TDR conceptual framework which will have implications for training program design and policy.
AB - Background Social innovation in health refers to the community-engaged process that connects health improvement and social change. The aim of this study was to develop a consensus statement on core learning competencies in social innovation in health and pilot them as part of a participatory training workshop. Methods and findings A modified Delphi Process aggregating data from a scoping review, global open call, and participatory process was organized. Participants were recruited from low, middle, and high-income countries with a range of social innovation experiences. Statements focused on social innovation in health core competencies for learning. Consensus was determined using the RAND/UCLA Appropriateness method. After expressing interest in the project, 68 individuals received the survey. 46 participants completed the first survey, and 35 completed the second. All 28 statements reached consensus, and based on the results of this first survey, some statements were added, amended, and merged to reach 30 consensus statements in the second survey. Competencies were categorized into skills, mindsets, and knowledge. Twenty-five statements had a median Likert rating score of >8 indicating strong agreement. Some competencies reached higher levels of agreement. This included community engagement, which can leverage the collective knowledge and problem-solving abilities of a diverse group of individuals to tackle complex challenges; social entrepreneurship skills including business model knowledge, securing funding, team building, and knowledge of intersectional issues and health inequities. Twelve competencies were then piloted as eight one-hour online workshops, which assessed the feasibility of developing them through online open-access social innovation training sessions. Afterwards,137 participants completed a survey rating their competency on a scale from 1 (not competent) to 5 (very competent),most reported a significant 1-point improvement including in entrepreneurship and understanding intersectionality. Conclusion The results from this study will inform the development of a WHO/TDR conceptual framework which will have implications for training program design and policy.
UR - https://www.scopus.com/pages/publications/105027035161
U2 - 10.1371/journal.pone.0339359
DO - 10.1371/journal.pone.0339359
M3 - Article
C2 - 41511960
AN - SCOPUS:105027035161
SN - 1932-6203
VL - 21
JO - PLOS ONE
JF - PLOS ONE
IS - 1 January
M1 - e0339359
ER -