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Opportunities for novices to facilitate Problem Structuring Methods (PSMs) workshops are limited, especially because of a lack of access to real‐world interventions and confidence in their capabilities. Novices are usually young academics building their careers through publishing. Publishing is challenging if facilitation and opportunities for data collection are limited. To address this challenge, this paper suggests autoethnography as a framework for addressing difficulties that novices face in conducting research and publishing on PSMs. This suggestion grows out of a literature study on autoethnography and PSMs combined with reflections on the author's experience as a PSM novice and young academic. Autoethnography is presented as a means to enable access to real‐world interventions, enhance novices' confidence, and identify research and publishing opportunities. The author outlines strengths and challenges associated with PSM novices carrying out autoethnography. Contributions to PSM literature and practice are also provided. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Background: The Veterans Health Administration (VHA) is the largest integrated health system in the U.S. and has identified the learning health system as a strategic priority. Clinicians and staff engaging in active learning through continuous quality improvement (QI) is a key pillar for learning system maturity. An interdisciplinary frontline team at a VHA medical center participated in the Learn. Engage. Act. Process. (LEAP) virtual coaching program to learn how to conduct multidisciplinary team‐based QI cycles of change. These clinicians lead and deliver the MOVE! weight management program, an evidence‐based comprehensive lifestyle intervention. The team worked to continuously improve patient weight loss by engaging in incremental learning cycles of change. The aim of this study is to tell the story of this team's learning experience and the resulting positive reinforcing loop with patient outcomes. Methods: This is a mixed methods case study description of one team that participated in the LEAP Program that provides hands‐on QI learning for frontline teams with virtual coaching and a structured curriculum. Autoethnographic qualitative descriptions of team experiences over time illustrate this team's continued engagement in learning loops. Multilevel linear modeling was used to assess patient outcomes before vs after the team's participation in LEAP. Results: The team's participation in LEAP provided a set of fundamental QI skills and established a commitment to continual learning. Incremental improvements led to significant weight loss for patients who participated in MOVE! after the team completed LEAP (mean = 9.80 pounds; SD 10.43) compared to the pre‐LEAP time period (mean = −6.83 pounds; SD 9.63). Conclusions: Despite competing priorities and time limitations, this team's experiences provide a positive vision of how team engagement in data‐driven continuous learning is feasible at the frontline and can lead to higher job satisfaction and stronger teams. These types of team activities provide much‐needed backbone to being a mature learning health system. [ABSTRACT FROM AUTHOR]