EDUCATIONAL QUALITY IMPROVEMENT: MOVING BEYOND GREAT IDEAS TO THOUGHTFUL ACTION
Sherilyn Smith,Department of Pediatrics,Seattle,WA; Jimmy Beck,University of Washington,,; Kristen Hayward,University of Washington,,; Sahar Rooholamini,University of Washington,,

Rationale:

Quality improvement (QI) principles, such as iterative reflective cycles of Plan-Do-Study-Act, provide a framework to overcome some of the traditional barriers to studying the impact of medical education interventions (Blouin et al 2017; Malak 2017). Adoption of QI methods naturally incorporates the elements of Glassick’s criteria for academic scholarship. In this interactive workshop, we will integrate core QI principles into the planning, implementation or revision of a medical education intervention. Creating a process for sustained improvement will also offer opportunity for medical education scholarship. Participants will learn to analyze a problem, define outcome measures and develop a targeted intervention to achieve systematic and measurable results



Objectives:

By the end of this workshop, participants will be able to:

  1. Outline basic principles of QI 
  2. Describe limitations of traditional research methodologies for medical education scholarship and how QI methods can address these limitations
  3. List elements of an effective QI implementation plan
  4. Identify initial steps to conducting an educational improvement project at their home institution using QI methods. 


Methods and Content:

10 min: Introductions

10 min: In a large group, participants will initially identify a current educational gap or improvement idea that they want to target in the workshop and then will be introduced to the principles of QI) through a hands-on exercise in small groups. LO 1

15 min: Workshop facilitators will then review in a large group didactic session 1) how QI principles can be applied to educational scholarship utilizing examples from their own experience; and 2) how a QI approach can address limitations of traditional research methodologies for medical education research. LO 2 

45 min: Participants will then work in facilitated small groups to create their own educational quality improvement projects. LO 3 & LO 4

60 min: The products of their work will then be shared through a gallery walk and feedback gathered from other participants and synthesized by workshop facilitators. LO 3 & 4

25 min: During two short interactive didactics, workshop facilitators will illustrate how data from educational QI can be presented as well as highlighting venues for publication of this type of scholarship. LO 4

30 min: The workshop will end with a panel discussion about how to overcome common challenges related to educational QI work and a session debrief. LO 4