Quality Improvement “201”

Savageau, Judith A.; McBride, J. LeBron; Alper, Eric J.

doi:10.1177/1062860611414404

Cited by 16 publications

(2 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A focused, 12-hour, active-learning QI curriculum designed specifically for hospital medicine faculty physicians was associated with increased confidence in multiple core QI skills. Although other continuing medical education courses and institutional training programs in QI have been described, [9][10][11][12][13][14][15] our program targeted all physicians within a hospital medicine division, minimizing barriers to participation by aligning with existing schedules. The participation rate was high, demonstrating its feasibility for clinical faculty members.…”

Section: Discussionmentioning

confidence: 99%

An Active-Learning Quality Improvement Curriculum for Faculty in Hospital Medicine

Muthukrishnan

Burnett

DeVoe

et al. 2021

J Contin Educ Health Prof

View full text Add to dashboard Cite

Introduction: Despite the growing importance of quality improvement (QI) training in medical education, there is a lack of faculty with expertise in QI at many academic medical centers. In this report, we describe the design, implementation, and evaluation of a QI training program for faculty in hospital medicine at an academic medical center aimed at increasing faculty capacity in QI. Methods: With input from an initial focus group of hospital medicine faculty, we developed a 12-session, active-learning curriculum incorporating core concepts in QI applied to a real-life QI problem. We used a survey instrument to assess changes in self-reported confidence, the Quality Improvement Knowledge Application Tool-Revised to assess changes in applied knowledge, and a second focus group to obtain qualitative feedback regarding the curriculum. Results: Self-reported confidence in numerous QI skills increased after completion of the curriculum; however, concurrent improvement in applied knowledge was not observed. Qualitatively, participants not only described improved understanding of QI methodology and greater confidence contributing to QI initiatives but also a sense they were not prepared to lead a QI project independently. Discussion: An active-learning faculty training program is feasible with limited resources and was associated with increased faculty confidence in QI skills.

show abstract

Section: Discussionmentioning

confidence: 99%

An Active-Learning Quality Improvement Curriculum for Faculty in Hospital Medicine

Muthukrishnan

Burnett

DeVoe

et al. 2021

J Contin Educ Health Prof

View full text Add to dashboard Cite

show abstract

“…Some examples of intrainstitutional initiatives have been reported, such as the Quality and Safety Educators Academy and “innovation” or “value” institutes, but these are not widespread. 7,8 Finally, effective planning and implementation of HSS training programs for faculty is limited by a paucity of robust evaluation strategies. 9 …”

Section: Problemmentioning

confidence: 99%

The Teachers of Quality Academy: A Learning Community Approach to Preparing Faculty to Teach Health Systems Science

et al. 2016

View full text Add to dashboard Cite

ProblemAlthough efforts to integrate health systems science (HSS) topics, such as patient safety, quality improvement (QI), interprofessionalism, and population health, into health professions curricula are increasing, the rate of change has been slow.ApproachThe Teachers of Quality Academy (TQA), Brody School of Medicine at East Carolina University, was established in January 2014 with the dual goal of preparing faculty to lead frontline clinical transformation while becoming proficient in the pedagogy and curriculum design necessary to prepare students in HSS competencies. The TQA included the completion of the Institute for Healthcare Improvement Open School Basic Certificate in Quality and Safety; participation in six 2-day learning sessions on key HSS topics; completion of a QI project; and participation in three online graduate courses.OutcomesTwenty-seven faculty from four health science programs completed the program. All completed their QI projects. Nineteen (70%) have been formally engaged in the design and delivery of the medical student curriculum in HSS. Early into their training, TQA participants began to apply new knowledge and skills in HSS to the development of educational initiatives beyond the medical student curriculum.Next StepsImportant next steps for TQA participants and program planners include further incorporation as faculty advisors and contributors to the full implementation of the longitudinal HSS curriculum; expanded involvement with the Leaders in Innovative Care Scholars student leadership distinction track; continued in-depth evaluation of the impact of TQA participation on patient care, teaching, and role modeling; and the recruitment of the next cohort of TQA participants.

show abstract

Experiential Learning in Project-Based Quality Improvement Education: Questioning Assumptions and Identifying Future Directions

et al. 2020

View full text Add to dashboard Cite

Purpose Project-based experiential learning is a defining element of quality improvement (QI) education despite ongoing challenges and uncertainties. The authors examined stakeholders’ perceptions and experiences of QI project-based learning to increase understanding of factors that influence learning and project experiences. Method The authors used a case study approach to examine QI project-based learning in 3 advanced longitudinal QI programs, 2 at the University of Toronto and 1 at an academic tertiary-care hospital. From March 2016 to June 2017, they undertook 135 hours of education program observation and 58 interviews with learners, program directors, project coaches, and institutional leaders and reviewed relevant documents. They analyzed data using a conventional and directed data analysis approach. Results The findings provide insight into 5 key factors that influenced participants’ project-based learning experiences and outcomes: (1) variable emphasis on learning versus project objectives and resulting benefits, tensions, and consequences; (2) challenges integrating the QI project into the curriculum timeline; (3) project coaching factors (e.g., ability, capacity, role clarity); (4) participants’ differing access to resources and ability to direct a QI project given their professional roles; and (5) workplace environment influence on project success. Conclusions The findings contribute to an empirical basis toward more effective experiential learning in QI by identifying factors to target and optimize. Expanding conceptualizations of project-based learning for QI education beyond learner-initiated, time-bound projects, which are at the core of many QI educational initiatives, may be necessary to improve learning and project outcomes.

show abstract

Quality Improvement “201”

Cited by 16 publications

References 7 publications

An Active-Learning Quality Improvement Curriculum for Faculty in Hospital Medicine

An Active-Learning Quality Improvement Curriculum for Faculty in Hospital Medicine

The Teachers of Quality Academy: A Learning Community Approach to Preparing Faculty to Teach Health Systems Science

Experiential Learning in Project-Based Quality Improvement Education: Questioning Assumptions and Identifying Future Directions

Contact Info

Product

Resources

About