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

Publication ID Published Volume
9362 March 11, 2013 1

Abstract

Introduction: Implementing sound and effective educational interventions that set a vision for changing attitudes and behaviors among interprofessional teams is a fundamental role for educational leaders. This is particular challenging for educational leaders due to the lack of integration of quality teams across the academic health care continuum, especially in regards to the lack of integrated competencies in quality improvement (i.e., common medical education competencies with quality indicators). To address this, we created a turn-key approach to organizing and conducting a workshop on quality improvement in leadership for professional development facilitators. The interactive, case-based methods session guides participants through the creation of a quality improvement plan of action for a patient safety case. The case, although representative, may be easily modified for site-specific quality improvement needs (e.g., postoperation infections, hospital readmissions, etc.). Methods: This resource contains a facilitator manual, a PowerPoint slide set, and a leadership strengths self-assessment. The facilitator manual includes the lesson plan with instructional session timelines and the related instructional activities and materials need to guide a multidiscplinary group of learners through the case. Facilitators use the PowerPoint slide set to review the blood specimen mislabeling case, and review key factors in facilitating organizational change processes. Participants complete the self-assessment both before and after the session, and the results are compared to measure participant knowledge and self-efficacy, which is used as a proxy for skills application in daily practice. Results: 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. Discussion: 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.

Citation

Scott J, Spitz L. The leader's role in quality improvement education: a framework for change. MedEdPORTAL Publications. 2013;9:9362. http://doi.org/10.15766/mep_2374-8265.9362

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.

Keywords

  • Teamwork, eHealth

Prior Scholarly Dissemination

  • Workshop presented at: AAMC Quality Improvement conference "Integrating Quality"; June 2012; Chicago, IL.

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ISSN 2374-8265