Teaching Quality Improvement in Occupational Medicine

Sorita, Atsushi; Raslau, David; Murad, M. Hassan; Steffen, Mark W.

doi:10.1097/jom.0000000000000394

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…Another advantage is that an institutional subscription to the IHI programme provides access to comprehensive QI training and allows tracking the progress of participants [ 24 ]. Some studies adapted IHI modules [ 29 , 32 ] to their local context while other used self-developed content [ 17 – 19 , 22 , 27 , 28 , 30 ]. The major online modalities used are summarised in Table 2 .…”

Section: Resultsmentioning

confidence: 99%

“…Most of the included studies reported achieving desired outcomes such as improved QI knowledge and skills [ 14 , 21 , 24 , 25 , 27 , 28 ], positive reaction from participants towards the training [ 17 , 19 , 20 , 32 ], implementation of QI knowledge by participants [ 18 , 29 ] and confidence to use the learned skills in future [ 22 , 28 ]. One study reported no improvement in the measure being tracked [ 32 ].…”

Section: Resultsmentioning

confidence: 99%

“…Educational content developed by faculty with practical and teaching QI experience strengthens the programme [ 27 ]. The early involvement of key stakeholders and SMART (specific, 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 ].…”

Section: Resultsmentioning

confidence: 99%

“…An important consideration for future programme evaluation is that reactions to the training do not necessarily correspond to actual knowledge increase therefore QI curricula should be evaluated on multiple criteria rather than just on participant reaction [ 17 ]. Institutional leadership and environment play an important role in the effectiveness of QI programmes and should be considered in programme design [ 29 ].…”

Section: Discussionmentioning

confidence: 99%

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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: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

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

et al. 2020

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Modified GRA methodology for MADM under triangular fuzzy neutrosophic sets and applications to blended teaching effect evaluation of college English courses

Xie

2023

Soft Comput

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A realist synthesis of quality improvement curricula in undergraduate and postgraduate medical education: what works, for whom, and in what contexts?

et al. 2020

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BackgroundWith the integration of quality improvement (QI) into competency-based models of physician training, there is an increasing requirement for medical students and residents to demonstrate competence in QI. There may be factors that commonly facilitate or inhibit the desired outcomes of QI curricula in undergraduate and postgraduate medical education. The purpose of this review was to synthesise attributes of QI curricula in undergraduate and postgraduate medical education associated with curricular outcomes.MethodsA realist synthesis of peer-reviewed and grey literature was conducted to identify the common contexts, mechanisms, and outcomes of QI curricula in undergraduate and postgraduate medical education in order to develop a programme theory to articulate what works, for whom, and in what contexts.Results18854 records underwent title and abstract screening, full texts of 609 records were appraised for eligibility, data were extracted from 358 studies, and 218 studies were included in the development and refinement of the final programme theory. Contexts included curricular strategies, levels of training, clinical settings, and organisational culture. Mechanisms were identified within the overall QI curricula itself (eg, clear expectations and deliverables, and protected time), in the didactic components (ie, content delivery strategies), and within the experiential components (eg, topic selection strategies, working with others, and mentorship). Mechanisms were often associated with certain contexts to promote educational and clinical outcomes.ConclusionThis research describes the various pedagogical strategies for teaching QI to medical learners and highlights the contexts and mechanisms that could potentially account for differences in educational and clinical outcomes of QI curricula. Educators may benefit from considering these contexts and mechanisms in the design and implementation of QI curricula to optimise the outcomes of training in this competency area.

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Teaching Quality Improvement in Occupational Medicine

Abstract: Residents successfully improved the efficiency of the DOT examination process.

Cited by 4 publications

References 17 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

Modified GRA methodology for MADM under triangular fuzzy neutrosophic sets and applications to blended teaching effect evaluation of college English courses

A realist synthesis of quality improvement curricula in undergraduate and postgraduate medical education: what works, for whom, and in what contexts?

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