An Interprofessional Quality Improvement Training Program That Improves Educational and Quality Outcomes

Abstract

A key component of quality improvement (QI) is developing leaders who can implement QI projects collaboratively. A yearlong interprofessional, workplace-based, continuing professional development program devoted to QI trained 2 cohorts of teams (dyads or triads) to lead QI projects in their areas of work using Plan-Do-Study-Act methodology. Teams represented different specialties in both inpatient and outpatient settings. They spent 4 to 6 hours/week on seminars, online modules, bimonthly meetings with a QI coach, and QI project work. Evaluations conducted after each session included pre–post program QI self-efficacy and project milestones. Post-program participants reported higher levels of QI self-efficacy (mean = 3.47; SD = 0.39) compared with pre program (mean = 2.02, SD = 0.51; P = .03, Cohen’s d = 3.19). Impact on clinical units was demonstrated, but varied. The coach was identified as a key factor for success. An interprofessional, workplace-based, continuing professional development program focused on QI increased QI knowledge and skills and translated to improvements in the clinical setting.

Virtual adaptation of healthcare quality improvement training programmes in response to COVID-19: A rapid narrative review

“…Some participating teams raised concerns speci c to collecting and reporting the measurement data and perceived the measures to be complex and not well-matched to the teams' goals [19]. Apart from the challenges associated with online delivery, teams also experience other challenges such as demand of other work duties and inability to meet as a team during implementation [14].…”

“…The major online modalities used are summarised in Table 2. Interactive online delivery Didactic lectures delivered live online allowing participants to participate in real time [17,20] Video lectures Pre-recorded didactic lectures made available to participants [25] Phone/app/email-based methods QI questions sent out to participants through text messages, phone apps or email [27,33] Online modules to supplement classroom delivery IHI QI modules [14,15,24,31] Self-developed QI modules [19,29] Legend: Summary of major online modes used by studies in delivering QI training and education…”

“…Studies used various evaluation methods; some focused on programme level factors such as course completion rates [16,27], learner reaction to training [14,17,25,32], engagement level of participants [14,28,33], participant perceptions of the online module content and quality [20], preferred training delivery mode [16,22,27] and document and report submission by participating teams [32]. Another area of outcome evaluation was improvement in participant knowledge.…”

“…Most of the included studies reported achieving desired outcomes such as increased QI knowledge & skills [14,24,25,27,28,34,35], positive reaction from participants towards the training [17,19,20,32], implementation of QI knowledge by participants [18,29] and con dence to use the learned skills in future [22,28]. One study reported no improvement in the measure being tracked [32].…”

“…The early involvement of key stakeholders and SMART (speci c, measurable, attainable, relevant, and time-bound) goals proved to be critical to the success [29]. QI coaches also play an important role in distance learning programmes as well and a study concluded that having tailored coaching support for each team was a useful aspect of the programme [14]. In the case of students, providing an opportunity for experiential learning through QI project completion alongside a faculty member was also important [31].…”