Community-Led Interventions to Address Food Inequity.

Approximately 1 in 6 children in the United States, and 1 in 5 children in our local county (Hamilton County, Ohio), are food insecure. Here, we describe a novel community-academic partnership to address food inequity through distributed leadership and shared power with local neighborhood leaders. Using neighborhood-level data and community voice, 3 Cincinnati neighborhoods with high rates of poverty and food insecurity were selected as the primary intervention targets. Neighborhood leadership councils with community members representing each neighborhood were created. These councils requested intervention proposals and then decided which community designed interventions would receive grant funding. The academic partner provided grant funding distribution, quality improvement support, and data guidance and support for all partners, as well as community engagement support if desired by the community-led intervention leaders. In its first year (2021-2022), 9 interventions were funded, moving more than $250 000 into community-designed and community-led interventions to promote food security in 3 disadvantaged neighborhoods. Through leveraging community partnerships, these initiatives supplied 89 039 equivalent meals, including 56 244 pounds of produce, serving at least 3106 families in 3 neighborhoods in Cincinnati. Critical to the success of the initiatives were distributed leadership, shared power, word of mouth, and community engagement. The success of this type of community-academic partnership shows promise to address a wide variety of social and health challenges.

Seven practices for pursuing equity through learning health systems: Notes from the field.

INTRODUCTION: Despite learning health systems' focus on improvement in health outcomes, inequities in outcomes remain deep and persistent. To achieve and sustain health equity, it is critical that learning health systems (LHS) adapt and function in ways that directly prioritize equity. METHODS: We present guidance, including seven core practices, borne from theory, evidence, and experience, for actors within LHS pursuing equity. RESULTS: We provide a foundational definition of equity. We then offer seven core practices for how LHS may effectively pursue equity in health: establish principle, measure for equity, lead from lived experience, co-produce, redistribute power, practice a growth mindset, and engage beyond the healthcare system. We include three use cases that illustrate ways in which we have begun to center equity in the work of our own LHS. CONCLUSION: The achievement of equity requires real transformation at individual, institutional, and structural levels and requires sustained and persistent effort.