Te4Q Educational Project Review
Interprofessional Continuous Quality Improvement and
Patient Safety Curriculum:
A Guide for Clinical Faculty/Mentors in Primary Care Settings
JoAnne M. Saxe, DNP, ANP-BC
Maya Dulay, MD
Rebecca Shunk, MD
Bridget O'Brien, PhD
Goal/Aim
Overall aim: Increase the number/ expertise of
faculty CQI leads to 8 interprofessional faculty
(IP) by 9/1/16 as demonstrated by these IP
faculty developing and leading a CQI session or
developing or evaluating an eposter.
Process aim: At the end of the 6 month
curriculum 100% of faculty will demonstrate an
increase in their knowledge, skills, and
confidence in teaching CQI concepts and
mentoring CQI projects by presenting their own
CQI curriculum or trainee team projects to
faculty peers at monthly faculty development
meetings.
Logic Model
Resources/Inputs
Resources needed to
operationalize the curriculum
Activities
Activities that need to be
completed to assure
successful
implementation and
evaluation of the
curriculum
Outputs
If we complete the
expected planned
activities, several
outputs will likely be
assured.
Outcomes
If we accomplish the intended planned
activities, then the participants will note
the following benefits.
Impact
If these benefits to
the participants are
achieved, then certain
changes might occur.
Faculty: J. Saxe, M. Dulay, B.
O’Brien and R. Shunk
MedEdPortal Staff
UCSF Ed Tech Staff
Interprofessional
Funds for IT support
-Delineation of project
goals, objectives and
work plan
-Define roles and
responsibilities of
faculty
-Delineate detailed
timeline
-Design online
curriculum
-Identify resources to
share with participants
--Design online training
opportunities for
participants
-Mutual
understanding of
goals and objectives
-Clarity about roles
and responsibilities
-Defined process for
decision-making and
for assuring
deliverables
-Well-designed
curriculum
-Detailed list relevant
resources needed for
teaching trainees
-Enriched train-the trainer
experiences for clinical faculty
teaching CQI & PS in primary care
settings
-Training materials that support
satisfying CQI &PS clinical
experiences for teams of
interprofessional learners at primary
care training sites
-Faculty and preceptors prepared to
provide and evaluate interprofessional CQI & PS didactic and
clinical experiences especially for
older adults to our learners.
-Sustained
educational and
clinical training
models that support
CQI &PS
interprofessional
education
-Prepared workforce
to improve processed
and outcomes of care
Learning Objectives
IP faculty and mentors will:
1. Demonstrate an increase in knowledge, skills,
and confidence in teaching CQI concepts and
mentoring CQI projects including identifying
topics for improvement
2. Plan, implement, and evaluate their own CQI-
PS curriculum including assessing trainee
learning
3. Develop & evaluate an e-poster presentation
of desired curriculum or project
Educational Design and Strategies
Knowledge
• IHI Open school modules
• Lean Training
• Faculty Leads will teach key improvement
tools by using a case study
 Problem, Aim
 Microsystems Analysis
– Current Process & Fishbone
 Test of Change
– PDSA cycle
Educational Design and Strategies
Skills
• CQI project listed above
• Coaching
• Presentation of projects
 Including aim, microsystems analysis, etc.
Attitudes
• Have faculty attend
 Lean training
 Huddle Improvement Board
Educational Design and Strategies
Module
Module Objectives
Teaching/Learning
Strategy
Assessment Strategy
Responsible
Person (s)
CQI Planning Stage:
Part 2
Learning objective
-Use Model for Improvement resources
and tools to assist trainees in selecting
and addressing an area for improvement
Performance objectives
-Write an aim statement
-Complete a microsystems analysis
-Describe a test of change
Participant objective
-Identify the deliverables to expect from
trainee teams at the end of the planning
stage
Satisfaction objective
-Apply Model for Improvement resources
and tools to the case study and a selfidentified quality improvement challenge
-Lecture (15 minutes)
-Case study
Quiz: Aim statements
Try it on exercise:
Complete a PDSA
Cycle for your QI
concern
M. Dulay
J. Saxe
Learner Assessment
Faculty- Knowledge
1. Pre- assessment of knowledge, skills and
attitudes related to CQI
2. Critical reflection: Identify a problem in the
participants clinical setting that would benefit
from trainee involvement.
3. Review/ critique Root Cause analysis or QI steps
for the case and/or the participant’s QI project
4. Quiz
5. Critical Analysis of an eposter
Program Evaluation
1. Faculty Outcomes
a. Satisfaction
b. Skill
2. Trainee Outcomes
a. Knowledge
b. Satisfaction
c. Skill
3. Patient Outcomes
4. Organizational Outcomes
Summary of progress to date
1. Logic Model
2. Course Outline
3. Case Study
4. Determining general format for lecture/content
5. Creating Timeline for video- taping
Barriers/challenges
1. Time
2. Time
3. Time
Timeline
•
Curriculum be implemented in the fall 2015
Next steps
•
•
•
Case Study
Determining general format for
lecture/content
Creating Timeline for video- taping
Dissemination Plan and Additional
Activities
• MedEd Portal submission
• Interprofessional academic patient
aligned care team (iaPACT) working
group
• Interprofessional Conferences