Educational Strategies for Training in Quality Improvement and Implementation Medicine

Herman, Derrick; Weiss, Curtis H.; Thomson, Carey C.

doi:10.34197/ats-scholar.2019-0012ps

Cited by 15 publications

(15 citation statements)

References 44 publications

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“…QI principles offer useful strategies for implementing and sustaining meaningful change [ 3 ] and staff trained in QI principles can play a critical role in responding to these emerging challenges by accelerating the pace of learning [ 4 ]. QI is increasingly being recognised as an important skill for healthcare professionals [ 5 ] and is an important component of medical education and training [ 6 ]. The immediate focus of the COVID-19 response of the healthcare sector has been on ensuring continuity of care for patients and communities.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2020

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Background Information and communication technology are playing a major role in ensuring continuity of healthcare services during the COVID-19 pandemic. The pandemic has also disrupted healthcare quality improvement (QI) training and education for healthcare professionals and there is a need to rethink the way QI training and education is delivered. The purpose of this rapid evidence review is to quickly, but comprehensively collate studies to identify what works and what does not in delivering QI training and education using distance learning modalities. Methods Three healthcare databases were searched along with grey literature sources for studies published between 2015 and 2020. Studies with QI training programmes or courses targeting healthcare professionals and students with at least one component of the programme being delivered online were included. Results A total of 19 studies were included in the review. Most studies had a mixed methods design and used blended learning methods, combining online and in-person delivery modes. Most of the included studies reported achieving desired outcomes, including improved QI knowledge, skills and attitudes of participants and improved clinical outcomes for patients. Some benefits of online QI training delivery include fewer required resources, reduced need for on-site instructors, increased programme reach, and more control and flexibility over learning time for participants. Some limitations of online delivery modes include limited learning and networking opportunities, functional and technical problems and long lead time for content adaptation and customisation. Discussion The review highlights that distance learning approaches to QI help in overcoming barriers to traditional QI training. Some important considerations for those looking to adapt traditional programmes to virtual environments include balancing virtual and non-virtual methods, using suitable technological solutions, customising coaching support, and using multiple criteria for programme evaluation. Conclusion Virtual QI and training of healthcare professionals and students is a viable, efficient, and effective alternative to traditional QI education that will play a vital role in building their competence and confidence to improve the healthcare system in post-COVID environment.

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Section: Introductionmentioning

confidence: 99%

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

et al. 2020

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“…Clinicians are ideally positioned to identify problems, deploy QI initiatives, anticipate clinical impact, and rapidly adjust interventions given their position on the frontlines of clinical care 12 . Medical training in the United States of America 13 and elsewhere 14 increasingly requires foundational QI skills, but it typically does not include substantive evaluation methods needed to formally assess QI initiatives 15 . This is somewhat concerning as evaluations lacking methodological rigor can generate spurious conclusions and potentially harmful changes within a health system 16 .…”

Section: Introductionmentioning

confidence: 99%

Evaluating clinician‐led quality improvement initiatives: A system‐wide embedded research partnership at Stanford Medicine

Vilendrer

Saliba‐Gustafsson

Asch

et al. 2022

Learning Health Systems

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Introduction: Many healthcare delivery systems have developed clinician-led quality improvement (QI) initiatives but fewer have also developed in-house evaluation units. Engagement between the two entities creates unique opportunities. Stanford Medicine funded a collaboration between their Improvement Capability Development Program (ICDP), which coordinates and incentivizes clinician-led QI efforts, and the Evaluation Sciences Unit (ESU), a multidisciplinary group of embedded researchers with expertise in implementation and evaluation sciences. Aim: To describe the ICDP-ESU partnership and report key learnings from the first 2 y of operation September 2019 to August 2021.Methods: Department-level physician and operational QI leaders were offered an ESU consultation to workshop design, methods, and overall scope of their annual QI projects. A steering committee of high-level stakeholders from operational, clinical, and research perspectives subsequently selected three projects for indepth partnered evaluation with the ESU based on evaluability, importance to the health system, and broader relevance. Selected project teams met regularly with the ESU to develop mixed methods evaluations informed by relevant implementation science frameworks, while aligning the evaluation approach with the clinical teams' QI goals.Results: Sixty and 62 ICDP projects were initiated during the 2 cycles, respectively, across 18 departments, of which ESU consulted with 15 (83%). Within each annual cycle, evaluators made actionable, summative findings rapidly available to partners to inform ongoing improvement. Other reported benefits of the partnership included rapid adaptation to COVID-19 needs, expanded clinician evaluation skills, external knowledge dissemination through scholarship, and

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“…QI is required at the undergraduate level by the Association of American Medical Colleges, at the graduate education level by the ACGME, and at the CME level by payers and health systems. There is discussion around standardizing QI education and creating competence assessments for QI, but these do not currently exist [ 7 ]. Through a holistic process of integrating this needed education, it may be possible to effect systemic change in the medical education and practice paradigm.…”

Section: Introductionmentioning

confidence: 99%

Teaching Quality Improvement: The Use of Education Theories Across the Medical Education Spectrum

Jagpal¹,

Fant²,

Bianchi³

et al. 2022

Cureus

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It is well recognized that the principles and practices of patient safety and quality improvement (QI) need to be included in medical education. The implementation of patient safety and QI learning experiences at the undergraduate medical education (UME) and graduate medical education (GME) levels has been variable. Consistent teaching of QI across the UME-GME-continuing medical education (CME) spectrum may result in a systemic change of improved patient care and patient safety in clinical practice. We propose using education theories to frame the development of QI curricula for a longitudinal integration in medical education and clinical practice. The basic principles of four education theories, namely, reflective practice, deliberate practice, social constructivism, and organizational learning, are briefly described, and examples of their applications to QI teaching are discussed. The incorporation of education theory into the design and implementation of a longitudinal QI curriculum threaded across the UME-GME-CME spectrum may empower learners with a comprehensive and lasting understanding of QI principles and training in patient safety practice, which are essential prerequisites for the formation of a physician workforce capable of creating sustainable change in patient care.

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Educational Strategies for Training in Quality Improvement and Implementation Medicine

Cited by 15 publications

References 44 publications

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

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

Evaluating clinician‐led quality improvement initiatives: A system‐wide embedded research partnership at Stanford Medicine

Teaching Quality Improvement: The Use of Education Theories Across the Medical Education Spectrum

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