Faculty Development in Improvement Science: Building Capacity and Expanding Curricula Across an Academic Health...

Area of Science:

• Healthcare Education
• Improvement Science
• Curriculum Development

Background:

• Faculty expertise in improvement science (IS) is crucial for training healthcare professionals.
• Developing and standardizing IS curricula is essential for advancing healthcare quality.

Purpose of the Study:

• To establish a Foundational Improvement Science Curriculum (FISC) to enhance faculty's IS teaching and scholarship abilities.
• To foster the development, expansion, and standardization of IS curricula within an academic institution.

Main Methods:

• A 10-month curriculum comprising 9 sessions with pre-work, didactics, group activities, and feedback.
• Utilized readings, online modules, and personal improvement projects for pre-session preparation.
• Employed pre- and post-program self-assessments, competency mapping, and satisfaction surveys for evaluation.

Main Results:

• Forty faculty members from diverse academic programs completed the FISC.
• Significant improvements were observed in self-assessed competencies for knowledge, application, curriculum design, and scholarship (p < .05).
• Eighteen new or revised IS curricula were developed across graduate medical education, undergraduate medical education, and nursing programs.

Conclusions:

• The Foundational Improvement Science Curriculum (FISC) provides a feasible and effective model for faculty development in improvement science.
• FISC successfully enhances faculty competence in IS teaching and curriculum design, supporting broader institutional goals.