Using a Logic Model to Design and Evaluate a Quality Improvement Leadership Course

Area of Science:

• Healthcare Leadership
• Quality Improvement Science
• Medical Education

Background:

• Effective leadership is crucial for successful quality improvement (QI) initiatives and sustained patient outcome improvements.
• Frontline clinicians increasingly lead QI efforts, necessitating specialized training in blended QI and leadership methodologies.
• The Leading Healthcare Improvement (LHI) course was developed within the Department of Veterans Affairs Quality Scholars (VAQS) program to address this need.

Purpose of the Study:

• To describe the application of a logic model framework for planning, implementing, and evaluating the LHI course.
• To outline the development of logic model components: inputs, activities, outputs, short-term outcomes, and long-term outcomes.
• To inform iterative improvements of the LHI course based on evaluation data and plan future impact assessments.

Main Methods:

• A logic model was developed to guide the LHI course's lifecycle.
• Short-term outcomes were assessed via fellow feedback and analysis of QI project abstracts.
• Preliminary impact data from fellows were collected to identify long-term outcomes.

Main Results:

• The logic model facilitated structured planning, implementation, and evaluation of the LHI course.
• Analysis of abstracts demonstrated fellows' application of LHI concepts to their QI projects.
• Preliminary data provided insights into the course's impact on learners and healthcare settings.

Conclusions:

• The logic model serves as an effective framework for developing and evaluating leadership training in QI.
• The LHI course equips emerging QI leaders with necessary skills, showing preliminary positive impacts.
• Lessons learned from this process can guide the implementation of similar QI leadership programs.