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A Project-based Curriculum for Driving Organization-wide Continuous Improvement

BACKGROUND: Creating the capacity and capability for meaningful improvement in healthcare quality is a challenge many organizations face. Before 2012, Children’s Mercy sponsored 20 leaders to obtain advanced improvement training from peer organizations. Recognizing an opportunity to build upon this...

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Autores principales: Harte, Lory D., Reddy, Mamta, Marshall, Lisa K., Mroczka, Kevin J., Mann, Keith J.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Wolters Kluwer Health 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6426485/
https://www.ncbi.nlm.nih.gov/pubmed/30937418
http://dx.doi.org/10.1097/pq9.0000000000000138
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author Harte, Lory D.
Reddy, Mamta
Marshall, Lisa K.
Mroczka, Kevin J.
Mann, Keith J.
author_facet Harte, Lory D.
Reddy, Mamta
Marshall, Lisa K.
Mroczka, Kevin J.
Mann, Keith J.
author_sort Harte, Lory D.
collection PubMed
description BACKGROUND: Creating the capacity and capability for meaningful improvement in healthcare quality is a challenge many organizations face. Before 2012, Children’s Mercy sponsored 20 leaders to obtain advanced improvement training from peer organizations. Recognizing an opportunity to build upon this momentum, we developed an organization-wide curriculum for teaching continuous improvement. METHODS: A steering committee was created in 2011 to define, advise, and oversee education in improvement science. We agreed upon a framework for improvement, a program name [Continuous Quality and Practice Improvement (CQPI)], and a phased curriculum development approach, beginning with a project/experiential learning based course (Team CQPI). Course evaluation for Team CQPI consisted of a standard evaluation of objectives, pre- and post-course assessment, qualitative feedback, and serial assessment of project progress using the Team Assessment Score (TAS). The curriculum committee monitored improvement. RESULTS: From 2012 to 2017, 297 people participated in the project-based course, completing a total of 83 projects. TAS improved throughout the 4-month project-based course, from an average starting score of 1 (“forming a team”) to 2.7 (“changes tested”). The average TAS at 12 months following completion of the Team CQPI course was 3.5 (“improvement”) out of 5. CONCLUSIONS: Development of a comprehensive curriculum for driving continuous improvement has resulted in a measurable change in TAS scores representative of local improvement efforts.
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spelling pubmed-64264852019-04-01 A Project-based Curriculum for Driving Organization-wide Continuous Improvement Harte, Lory D. Reddy, Mamta Marshall, Lisa K. Mroczka, Kevin J. Mann, Keith J. Pediatr Qual Saf Individual QI projects from single institutions BACKGROUND: Creating the capacity and capability for meaningful improvement in healthcare quality is a challenge many organizations face. Before 2012, Children’s Mercy sponsored 20 leaders to obtain advanced improvement training from peer organizations. Recognizing an opportunity to build upon this momentum, we developed an organization-wide curriculum for teaching continuous improvement. METHODS: A steering committee was created in 2011 to define, advise, and oversee education in improvement science. We agreed upon a framework for improvement, a program name [Continuous Quality and Practice Improvement (CQPI)], and a phased curriculum development approach, beginning with a project/experiential learning based course (Team CQPI). Course evaluation for Team CQPI consisted of a standard evaluation of objectives, pre- and post-course assessment, qualitative feedback, and serial assessment of project progress using the Team Assessment Score (TAS). The curriculum committee monitored improvement. RESULTS: From 2012 to 2017, 297 people participated in the project-based course, completing a total of 83 projects. TAS improved throughout the 4-month project-based course, from an average starting score of 1 (“forming a team”) to 2.7 (“changes tested”). The average TAS at 12 months following completion of the Team CQPI course was 3.5 (“improvement”) out of 5. CONCLUSIONS: Development of a comprehensive curriculum for driving continuous improvement has resulted in a measurable change in TAS scores representative of local improvement efforts. Wolters Kluwer Health 2019-02-12 /pmc/articles/PMC6426485/ /pubmed/30937418 http://dx.doi.org/10.1097/pq9.0000000000000138 Text en Copyright © 2019 the Author(s). Published by Wolters Kluwer Health, Inc. This is an open access article distributed under the Creative Commons Attribution License 4.0 (CCBY) (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Individual QI projects from single institutions
Harte, Lory D.
Reddy, Mamta
Marshall, Lisa K.
Mroczka, Kevin J.
Mann, Keith J.
A Project-based Curriculum for Driving Organization-wide Continuous Improvement
title A Project-based Curriculum for Driving Organization-wide Continuous Improvement
title_full A Project-based Curriculum for Driving Organization-wide Continuous Improvement
title_fullStr A Project-based Curriculum for Driving Organization-wide Continuous Improvement
title_full_unstemmed A Project-based Curriculum for Driving Organization-wide Continuous Improvement
title_short A Project-based Curriculum for Driving Organization-wide Continuous Improvement
title_sort project-based curriculum for driving organization-wide continuous improvement
topic Individual QI projects from single institutions
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6426485/
https://www.ncbi.nlm.nih.gov/pubmed/30937418
http://dx.doi.org/10.1097/pq9.0000000000000138
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