Immediate and long-term effects of a team-based quality improvement training programme

Kevin John O'Leary*, Abra Leigh Fant, Jessica Thurk, Karl Y Bilimoria, Aashish K Didwania, Kristine M. Gleason, Matthew Groth, Jane Louise Holl, Claire A. Knoten, Gary J Martin, Patricia O'sullivan, Mark Schumacher, Donna Woods

*Corresponding author for this work

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Background Although many studies of quality improvement (QI) education programmes report improvement in learners' knowledge and confidence, the impact on learners' future engagement in QI activities is largely unknown and few studies report project measures beyond completion of the programme. Method We developed the Academy for Quality and Safety Improvement (AQSI) to prepare individuals, across multiple departments and professions, to lead QI. The 7-month programme consisted of class work and team-based project work. We assessed participants' knowledge using a multiple choice test and an adapted Quality Improvement Knowledge Assessment Test (QIKAT) before and after the programme. We evaluated participants' postprogramme QI activity and project status using surveys at 6 and 18 months. Results Over 5 years, 172 individuals and 32 teams participated. Participants had higher multiple choice test (71.9±12.7 vs 79.4±13.2; p<0.001) and adapted QIKAT scores (55.7±16.3 vs 61.8±14.7; p<0.001) after the programme. The majority of participants at 6 months indicated that they had applied knowledge and skills learnt to improve quality in their clinical area (129/148; 87.2%) and to implement QI interventions (92/148; 62.2%). At 18 months, nearly half (48/101; 47.5%) had led other QI projects and many (41/101; 40.6%) had provided QI mentorship to others. Overall, 14 (43.8%) teams had positive postintervention results at AQSI completion and 20 (62.5%) had positive results at some point (ie, completion, 6 months or 18 months after AQSI). Conclusions A team-based QI training programme resulted in a high degree of participants' involvement in QI activities beyond completion of the programme. A majority of team projects showed improvement in project measures, often occurring after completion of the programme.

Original languageEnglish (US)
Pages (from-to)366-373
Number of pages8
JournalBMJ Quality and Safety
Volume28
Issue number5
DOIs
StatePublished - May 1 2019

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Quality Improvement
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Safety
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Keywords

  • continuing education, continuing professional development
  • health professions education
  • quality improvement

ASJC Scopus subject areas

  • Health Policy

Cite this

O'Leary, Kevin John ; Fant, Abra Leigh ; Thurk, Jessica ; Bilimoria, Karl Y ; Didwania, Aashish K ; Gleason, Kristine M. ; Groth, Matthew ; Holl, Jane Louise ; Knoten, Claire A. ; Martin, Gary J ; O'sullivan, Patricia ; Schumacher, Mark ; Woods, Donna. / Immediate and long-term effects of a team-based quality improvement training programme. In: BMJ Quality and Safety. 2019 ; Vol. 28, No. 5. pp. 366-373.
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title = "Immediate and long-term effects of a team-based quality improvement training programme",
abstract = "Background Although many studies of quality improvement (QI) education programmes report improvement in learners' knowledge and confidence, the impact on learners' future engagement in QI activities is largely unknown and few studies report project measures beyond completion of the programme. Method We developed the Academy for Quality and Safety Improvement (AQSI) to prepare individuals, across multiple departments and professions, to lead QI. The 7-month programme consisted of class work and team-based project work. We assessed participants' knowledge using a multiple choice test and an adapted Quality Improvement Knowledge Assessment Test (QIKAT) before and after the programme. We evaluated participants' postprogramme QI activity and project status using surveys at 6 and 18 months. Results Over 5 years, 172 individuals and 32 teams participated. Participants had higher multiple choice test (71.9±12.7 vs 79.4±13.2; p<0.001) and adapted QIKAT scores (55.7±16.3 vs 61.8±14.7; p<0.001) after the programme. The majority of participants at 6 months indicated that they had applied knowledge and skills learnt to improve quality in their clinical area (129/148; 87.2{\%}) and to implement QI interventions (92/148; 62.2{\%}). At 18 months, nearly half (48/101; 47.5{\%}) had led other QI projects and many (41/101; 40.6{\%}) had provided QI mentorship to others. Overall, 14 (43.8{\%}) teams had positive postintervention results at AQSI completion and 20 (62.5{\%}) had positive results at some point (ie, completion, 6 months or 18 months after AQSI). Conclusions A team-based QI training programme resulted in a high degree of participants' involvement in QI activities beyond completion of the programme. A majority of team projects showed improvement in project measures, often occurring after completion of the programme.",
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Immediate and long-term effects of a team-based quality improvement training programme. / O'Leary, Kevin John; Fant, Abra Leigh; Thurk, Jessica; Bilimoria, Karl Y; Didwania, Aashish K; Gleason, Kristine M.; Groth, Matthew; Holl, Jane Louise; Knoten, Claire A.; Martin, Gary J; O'sullivan, Patricia; Schumacher, Mark; Woods, Donna.

In: BMJ Quality and Safety, Vol. 28, No. 5, 01.05.2019, p. 366-373.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Immediate and long-term effects of a team-based quality improvement training programme

AU - O'Leary, Kevin John

AU - Fant, Abra Leigh

AU - Thurk, Jessica

AU - Bilimoria, Karl Y

AU - Didwania, Aashish K

AU - Gleason, Kristine M.

AU - Groth, Matthew

AU - Holl, Jane Louise

AU - Knoten, Claire A.

AU - Martin, Gary J

AU - O'sullivan, Patricia

AU - Schumacher, Mark

AU - Woods, Donna

PY - 2019/5/1

Y1 - 2019/5/1

N2 - Background Although many studies of quality improvement (QI) education programmes report improvement in learners' knowledge and confidence, the impact on learners' future engagement in QI activities is largely unknown and few studies report project measures beyond completion of the programme. Method We developed the Academy for Quality and Safety Improvement (AQSI) to prepare individuals, across multiple departments and professions, to lead QI. The 7-month programme consisted of class work and team-based project work. We assessed participants' knowledge using a multiple choice test and an adapted Quality Improvement Knowledge Assessment Test (QIKAT) before and after the programme. We evaluated participants' postprogramme QI activity and project status using surveys at 6 and 18 months. Results Over 5 years, 172 individuals and 32 teams participated. Participants had higher multiple choice test (71.9±12.7 vs 79.4±13.2; p<0.001) and adapted QIKAT scores (55.7±16.3 vs 61.8±14.7; p<0.001) after the programme. The majority of participants at 6 months indicated that they had applied knowledge and skills learnt to improve quality in their clinical area (129/148; 87.2%) and to implement QI interventions (92/148; 62.2%). At 18 months, nearly half (48/101; 47.5%) had led other QI projects and many (41/101; 40.6%) had provided QI mentorship to others. Overall, 14 (43.8%) teams had positive postintervention results at AQSI completion and 20 (62.5%) had positive results at some point (ie, completion, 6 months or 18 months after AQSI). Conclusions A team-based QI training programme resulted in a high degree of participants' involvement in QI activities beyond completion of the programme. A majority of team projects showed improvement in project measures, often occurring after completion of the programme.

AB - Background Although many studies of quality improvement (QI) education programmes report improvement in learners' knowledge and confidence, the impact on learners' future engagement in QI activities is largely unknown and few studies report project measures beyond completion of the programme. Method We developed the Academy for Quality and Safety Improvement (AQSI) to prepare individuals, across multiple departments and professions, to lead QI. The 7-month programme consisted of class work and team-based project work. We assessed participants' knowledge using a multiple choice test and an adapted Quality Improvement Knowledge Assessment Test (QIKAT) before and after the programme. We evaluated participants' postprogramme QI activity and project status using surveys at 6 and 18 months. Results Over 5 years, 172 individuals and 32 teams participated. Participants had higher multiple choice test (71.9±12.7 vs 79.4±13.2; p<0.001) and adapted QIKAT scores (55.7±16.3 vs 61.8±14.7; p<0.001) after the programme. The majority of participants at 6 months indicated that they had applied knowledge and skills learnt to improve quality in their clinical area (129/148; 87.2%) and to implement QI interventions (92/148; 62.2%). At 18 months, nearly half (48/101; 47.5%) had led other QI projects and many (41/101; 40.6%) had provided QI mentorship to others. Overall, 14 (43.8%) teams had positive postintervention results at AQSI completion and 20 (62.5%) had positive results at some point (ie, completion, 6 months or 18 months after AQSI). Conclusions A team-based QI training programme resulted in a high degree of participants' involvement in QI activities beyond completion of the programme. A majority of team projects showed improvement in project measures, often occurring after completion of the programme.

KW - continuing education, continuing professional development

KW - health professions education

KW - quality improvement

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