Experiential Learning in Project-Based Quality Improvement Education: Questioning Assumptions and Identifying Future...

Area of Science:

• Healthcare education
• Quality Improvement (QI)
• Experiential learning

Background:

• Project-based experiential learning is crucial for quality improvement (QI) education.
• Challenges and uncertainties exist in implementing QI project-based learning.
• Understanding stakeholder perceptions is key to improving QI education.

Purpose of the Study:

• To examine stakeholders' perceptions and experiences of QI project-based learning.
• To identify factors influencing learning and project experiences in QI education.
• To enhance the effectiveness of experiential learning in QI.

Main Methods:

• Case study approach in 3 advanced longitudinal QI programs.
• 135 hours of observation and 58 interviews with diverse stakeholders.
• Conventional and directed data analysis of observations, interviews, and documents.

Main Results:

• Five key factors influencing QI project-based learning were identified.
• Factors include emphasis on learning vs. project objectives, curriculum integration, coaching quality, resource access, and workplace environment.
• Variability in these factors impacts learner experiences and project outcomes.

Conclusions:

• Findings provide an empirical basis for optimizing experiential learning in QI.
• Recommendations include targeting key influencing factors for improvement.
• Rethinking traditional learner-initiated, time-bound project models may be necessary for enhanced QI education.