The Leader's Role in Quality Improvement Education: A Framework for Change

Publication ID Published Volume
9362 March 11, 2013 1


A particular challenge for educational leaders is the integration of quality teams across the academic health care continuum (e.g., undergraduate medical education, graduate medical education, and continuing medical education) based upon common competencies in quality improvements that incorporate common medical education competencies with quality indicators. Implementing sound and effective educational interventions that sets a vision for changed attitudes and behaviors among interprofessional teams is a fundamental role for educational leaders.

The enclosed resource files provide professional development facilitators with a “turn-key” approach when organizing and conducting a quality improvement in leadership workshop. The module is particularly useful when facilitating change in educational practices among key healthcare stakeholders. The interactive, case-based methods guide participants through a quality improvement plan of action on a relevant patient care safety issue. The case, although representative, may be easily modified for site-specific quality improvement needs (e.g., postoperation infections, hospital readmissions,etc.).

The instructional module consists of a facilitator manual to conduct a professional development activity among multi-disciplinary teams. Included is a PowerPoint slide set along with an individual assessment of leadership strengths applied to a case study examining unique and often complex team characteristics in interprofessional education. An innovative case example is offered about blood specimen mislabeling that illustrates key factors to facilitate organizational change processes. The facilitator manual also consists of a lesson plan with instructional session timelines and related instructional activities and materials. In addition, a pre- postsession assessment measures participant knowledge and levels of self-efficacy as a proxy for application of skills to daily practice. Each of these instructional tools provides an efficient and effective strategy in professional educational development. Further, this resource provides educational leaders with essential tools when guiding and sustaining change. Particular aspects include self-assessment in leadership and conflict resolution traits in healthcare settings. Identifying one’s unique leadership traits is an essential precursor to self-efficacy in team leadership.

This instructional module was initially conceived and implemented in a peer-reviewed session at the AAMC Education Conference on Academic Leadership with 20 academic health center leaders. Session outcome measures (pre-postsession participant rating factors) revealed increased knowledge and self-efficacy. Additionally, the module was modified for a recent AAMC Quality Improvement conference for 80 multi-disciplinary healthcare leaders with similar increased outcome measures.


Scott J, Spitz L. The leader's role in quality improvement education: a framework for change. MedEdPORTAL Publications. 2013;9:9362.

Educational Objectives

By the end of this session, learners will be able to:

  1. Identify leadership behaviors to enhance team performance.
  2. Discuss how leadership behaviors affect change and manage conflict.
  3. Recognize the effect of human factors in quality improvement.
  4. Examine educational leadership strategies in a quality improvement case study when leading the change process.
  5. Promote reflective practices for self-improvement in leading the education team.


  • Teamwork, eHealth

Prior Scholarly Dissemination

AAMC Quality Improvement conference "Integrating Quality"; June 2012, Chicago

Accepted workshop presentation

Material Access

Please sign in to access this material.

Please register for an AAMC account if you do not have one.


  • My MedEdPORTAL
  • Contact Us

Subscribe to Our Quarterly Newsletter

Receive featured content & announcements!

ISSN 2374-8265