An Interprofessional Quality Improvement Training Program That Improves Educational and Quality Outcomes

Am J Med Qual. 2019 Nov/Dec;34(6):577-584. doi: 10.1177/1062860618825306. Epub 2019 Jan 29.


A key component of quality improvement (QI) is developing leaders who can implement QI projects collaboratively. A yearlong interprofessional, workplace-based, continuing professional development program devoted to QI trained 2 cohorts of teams (dyads or triads) to lead QI projects in their areas of work using Plan-Do-Study-Act methodology. Teams represented different specialties in both inpatient and outpatient settings. They spent 4 to 6 hours/week on seminars, online modules, bimonthly meetings with a QI coach, and QI project work. Evaluations conducted after each session included pre-post program QI self-efficacy and project milestones. Post-program participants reported higher levels of QI self-efficacy (mean = 3.47; SD = 0.39) compared with pre program (mean = 2.02, SD = 0.51; P = .03, Cohen's d = 3.19). Impact on clinical units was demonstrated, but varied. The coach was identified as a key factor for success. An interprofessional, workplace-based, continuing professional development program focused on QI increased QI knowledge and skills and translated to improvements in the clinical setting.

Keywords: QI training; experiential learning; interprofessional; quality scholars program.

MeSH terms

  • Curriculum
  • Educational Measurement
  • Humans
  • Inservice Training* / methods
  • Interprofessional Relations*
  • Patient Care Team / organization & administration
  • Patient Care Team / standards
  • Quality Improvement / organization & administration*
  • Quality of Health Care / organization & administration*
  • Self Efficacy