Original Publication
Open Access

An Advanced Interprofessional Team-Based Learning Module in Quality Improvement Concepts

Published: November 23, 2011 | 10.15766/mep_2374-8265.9036

Included in this publication:

  • Interprofessional QI Module #2 Advance Preparation Instructions for Students.doc
  • Interprofessional QI Module #2 Facilitation Schema.doc
  • Interprofessional QI Module #2 Individual Readiness Assurance Answer Form.doc
  • Interprofessional QI Module #2 Instructor's Guide (TBL formatted).docx
  • Interprofessional QI Module #2 Opening Application.doc
  • Interprofessional QI Module #2 Readiness Assurance.doc
  • Interprofessional QI Module #2.ppt
  • Interprofessoinal QI Module #2 Final Application.doc

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.

Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.


Nurses and physicians share responsibility for improving quality and safety in healthcare systems, arguing for shared learning about these concepts. This module contains materials to conduct the second of two sessions on quality improvement principles with medical and nursing students. The module uses the Team-Based Learning method, and assumes that users are familiar with Team-Based Learning terminology and procedures. Included in this resource are a suggested timeline, student preparation assignment, readiness assurance test, application activities, and PowerPoint slides.

This series of two Team-Based Learning modules represents a novel use of the method to foster interprofessional collaboration as students learn quality improvement concepts. We believe that this content area is ideal for interprofessional education, and that the Team-Based Learning method creates an instructional environment where students can have the kinds of interactions that will build team communication skills that they can use in clinical environments. These modules also build upon and deepen potential knowledge gained from the acclaimed online Institute for Healthcare Improvement Open School courses by providing students with realistic cases and allowing them to apply the concepts covered those courses. These modules are flexible and can be used with a variety of learners, and a variety of class sizes.

Educational Objectives

  1. To use PDSA cycles to implement and test ideas for change.
  2. To draw conclusions about system variation using Run and Shewart Charts.
  3. To use sampling and stratification to understand causes of variation.
  4. To articulate potential benefits of using mixed nurse/doctor teams to solve problems.

Author Information

  • Paul Haidet, MD, MPH: Pennsylvania State University College of Medicine
  • Robert Cherry, MD: Pennsylvania State University College of Medicine
  • Mary Beth Clark, EdD, RN: Pennsylvania State University College of Medicine
  • Sandra O'Sullivan, PhD: Pennsylvania State University College of Medicine
  • Chengwu Yang, MD, PhD: Pennsylvania State University College of Medicine

None to report.

None to report.

Prior Presentations
Haidet P, Clark MB, Frazer C, Yang C, Breault C, Cherry R. An Interprofessional Curriculum in Quality Improvement for Medical and Nursing Students. Oral presentation at: 33rd Annual Meeting of the Society of General Internal Medicine; April 28, 2010; Minneapolis, Minnesota.

Haidet P, Clark MB, Frazer C, Yang C, Breault C, Cherry R. Using Teams to Educate Medical and Nursing Students about Quality Improvement and Patient Safety. Poster presented at: 49th Annual Conference on Research in Medical Education (RIME); sponsored by the Group on Educational Affairs at the 121st Annual Meeting of the Association of American Medical Colleges; November 8, 2010; Washington, DC.


Haidet P, Cherry R, Clark , O'Sullivan S, Yang C. An advanced interprofessional team-based learning module in quality improvement concepts. MedEdPORTAL. 2011;7:9036. https://doi.org/10.15766/mep_2374-8265.9036