Evaluation of a Distance Learning Curriculum for Interprofessional Quality Improvement Leaders

Abstract

As health care systems move toward value-based care, training future leaders in quality improvement (QI) is essential. Web-based training allows for broad dissemination of QI knowledge to geographically distributed learners. The authors conducted a longitudinal evaluation of a structured, synchronous web-based, advanced QI curriculum that facilitated engagement and real-time feedback. Learners (n = 54) were satisfied (overall satisfaction; M = 3.31/4.00), and there were improvements in cognitive (immediate QI knowledge tests; P = .02), affective (self-efficacy of QI skills; P < .001), and skill-based learning (Quality Improvement Knowledge Application Tool; P < .001). There was significant improvement in affective transfer (interprofessional attitudes on the job; p < .01) but no significant change on cognitive (distal QI knowledge test; P = .91), or skill-based transfer (self-reported interprofessional collaboration job skills; P = .23). The findings suggest that this model can be effective to train geographically distributed future QI leaders.

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

“…Most studies had a mixed methods design and 18 of the 19 studies were based in the United States. Design of the interventions was also variable; most studies used a blended learning method combining online and in-person modes while only six studies [17,22,27,30,32,33] were entirely delivered online. Some blended learning modules conducted classroom-based sessions followed by support through online modules and QI project completion, while others used a ipped curriculum approach where participants completed online modules prior to the in person sessions such as seminars, workshops, lectures and QI project completion.…”

“…The online delivery modes used by studies included online modules [14-16, 20, 23, 24, 28-31, 34], access to web-based curricula [17], virtual learning environments [18], webinars [19,30,32], calls [19,32], web-based QI portals [22], smartphone apps [27], emails [27,33], access to package of tools [30] provides a standardised methodology which does not require prior faculty pro ciency or entail an increase in educational time commitment [20]. The IHI methodology is designed to help organizations in identifying and closing gaps via a standard improvement methodology [32].…”

“…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…”

“…Only a few studies discussed the tools/software used to deliver the online QI training components. One study used Adobe Connect and blackboard for delivering a web-based QI curriculum [17] while for a digital storytelling pedagogy, researchers recommended participants to use freely available software such as Windows Moviemaker or Apple i-movie [18]. Another QI collaborative used iLab which is a secure, online workspace [19] while a study that developed a webbased QI portal used WordPress CMS platform, social media account integration and a network management site called Hootsuite [22].…”

“…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.…”