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

Publication ID Published Version
9362 March 11, 2013 9


This is a faculty and professional development instructional module in leadership quality improvement for medical education program developers. The module is particularly useful when facilitating change in educational practices among key healthcare stakeholders. The interactive, case-based methods guide workshop 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., post-operation infections; hospital readmissions; etc.).

We recommend incorporating this instructional module during the initial phases of an organizational strategic plan in quality improvement and patient safety among interprofessional health professionals. Each of these components provides a foundation for educational change that sustains quality improvements within the organizational culture.

The enclosed resource files provide professional development facilitators with a ‘turn-key’ approach when organizing and conducting a Quality Improvement in Leadership workshop. Managing change and facilitating productive interprofessional teams are continuous expectations for academic leaders in quality healthcare improvements. The ability to promote and guide organizational missions for quality patient outcomes depends on specific leadership characteristics and practices that overcome restraining forces and resistance to change. This instructional guide 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.

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. In fact, the Healthcare Matrix is a useful format that links these competencies and quality outcomes of patient care. Implementing sound and effective educational interventions that set a vision for changed attitudes and behaviors among interprofessional teams is a fundamental role for educational leaders.

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. Kotter’s leadership model anchors new approaches to implementing curricular innovations. The guide also consists of a lesson plan with instructional session timelines and related instructional activities and materials. In addition, a Pre-Post Session 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.


Scott J, Spitz L. The Leader's Role in Quality Improvement Education: A Framework for Change. MedEdPORTAL Publications; 2013. Available from:

Educational Objectives

  • To identify leadership behaviors to enhance team performance.
  • To discuss how leadership behaviors affect change and manage conflict.
  • To recognize the effect of human factors in quality improvement.
  • To examine educational leadership strategies in a QI case study when leading the change process.
  • To promote reflective practices for self-improvement in leading the education team.


  • Teamwork, eHealth


  • Interpersonal & Communication Skills
  • Interprofessional Collaboration
  • Personal & Professional Development
  • Practice-based Learning & Improvement
  • Systems-based Practice

Professional Interest

  • Communication Skills
  • Health Education
  • Healthcare Systems
  • Interprofessional
  • Leadership & Organizational Development
  • Quality Improvement

Instructional Methods

  • Assessment
  • Case-based Instruction/Learning
  • Lecture

Organ Systems

  • Cardiovascular system

Academic Focus

  • Clinical Sciences
    • Clinical Skills/Doctoring

Intended Audience

  • Professional & Faculty Development


  • Presentation

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ISSN 2374-8265