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Interprofessional QI Training Enhances Competency and QI Productivity Among Graduates: Findings From Nationwide
Thomas Bartman1, Karen Heiser, Andrew Bethune
1T. Bartman is associate professor, Department of Pediatrics, Division of Neonatology, Ohio State University College of Medicine, director of quality improvement for neonatal services, and associate medical director for quality, Nationwide Children's Hospital, Columbus, Ohio. K. Heiser is vice president for education and designated institutional official, Nationwide Children's Hospital, Columbus, Ohio. A. Bethune is quality improvement services education coordinator, Department of Education, Nationwide Children's Hospital, Columbus, Ohio. W. Crandall is professor, Department of Pediatrics, Ohio State University College of Medicine, Division of Gastroenterology, and medical director for quality, Nationwide Children's Hospital, Columbus, Ohio. R. McClead is emeritus professor, Department of Pediatrics, Division of Neonatology, Ohio State University College of Medicine, and associate chief medical officer, Nationwide Children's Hospital, Columbus, Ohio. J.T. Davis is emeritus professor of clinical surgery, Ohio State University College of Medicine, and assistant to the chief medical officer, Nationwide Children's Hospital, Columbus, Ohio. R.J. Brilli is professor, Department of Pediatrics, Division of Critical Care Medicine at Ohio State University College of Medicine, and chief medical officer, Nationwide Children's Hospital, Columbus, Ohio.
Purpose:
Significant resources are expended on quality improvement (QI) training courses. The authors sought to determine whether education provided in QI course training improves self-assessed QI content competence and QI-related productivity among course graduates.
Method:
"Quality Improvement Essentials" is a four-month didactic and experiential course designed to prepare multidisciplinary professionals to participate in and lead QI efforts at Nationwide Children's Hospital (NCH). This study used a milestone-based self-assessment survey of graduates from 2012 to 2014 to gauge change in participants' self-assessed QI competency after course completion. Four competency domains were evaluated: QI knowledge; testing and implementing change using teams; data management and analysis; and spreading and sustaining science. Metrics for assessing individual QI productivity were presentation or publication of QI work outside NCH; local, regional, or national QI teaching; serving on a local, regional, or national QI committee; appointment as a QI leader; involvement in an internal or external QI collaborative; and leading a maintenance of certification Part IV project approved by NCH.
Results:
Course participation more than doubled participants' self-assessed QI competence across all four domains. Gains continued after the course, increasing with time rather than degrading. Self-assessed competency increase was significantly associated with increased QI productivity.
Conclusions:
Self-assessed QI competence dramatically improved after participation in an educational course and continued to increase over time. Increased self-assessed QI competency correlated with increased individual QI productivity. Further studies are necessary to fully evaluate "return on investment" for this type of course.
