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Related Experiment Video

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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

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An improvement model to optimise hospital interdisciplinary learning.

Deborah A McNamara1, Paul Rafferty2, Fidelma Fitzpatrick3

  • 1Department of Surgery, Beaumont Hospital, Dublin, Ireland.

International Journal of Health Care Quality Assurance
|June 4, 2016
PubMed
Summary

This study found that an on-site interdisciplinary quality improvement (QI) educational model, utilizing weekly sessions and junior doctor-led projects, effectively increased staff engagement and QI work streams. The collaborative approach proved cost-effective and adaptable.

Keywords:
Improvement modelInter-professional educationInterdisciplinary healthcare staff educationLearning collaborativePlan-do-study-act (PDSA)Quality improvement training

Related Experiment Videos

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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
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Area of Science:

  • Healthcare Education
  • Quality Improvement Science
  • Interdisciplinary Collaboration

Background:

  • Interdisciplinary healthcare education and collaboration are crucial for improving healthcare quality (QI).
  • Challenges in QI education include cost, logistics, and identifying effective staff engagement methods.
  • Optimizing QI educational models is essential for sustained healthcare quality enhancement.

Purpose of the Study:

  • To determine the optimal interdisciplinary Quality Improvement (QI) educational model.
  • To measure the impact of the proposed QI educational model.
  • To utilize plan-do-study-act (PDSA) cycles for model refinement and impact assessment.

Main Methods:

  • Established an on-site interdisciplinary QI learning collaborative.
  • Conducted weekly 30-minute learning sessions near the work environment.
  • Utilized a Twitter repository for learning materials and a mentorship network for QI work streams.
  • Employed PDSA cycles for weekly planning and modification of session content and delivery style based on participant feedback.
  • Measured surgical QI work streams before and after a nine-month period.

Main Results:

  • 32 learning sessions were held with 266 participant scores.
  • Workshop delivery (mean score 9.0) and live project reports (mean score 8.8) were highly rated.
  • Surgical QI work streams tripled from four to 12, with six junior doctor-led projects initiated.

Conclusions:

  • Proactive feedback integration enabled centralized QI measurement and tailored learning sessions.
  • Sustainability is achieved through continuous refinement of the curriculum and work streams, alongside mentorship expansion.
  • The collaborative model was cost-neutral, leveraging social media for communication and knowledge sharing, while building QI and coaching expertise.