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Interprofessional and multiprofessional approaches in quality improvement education
Joanne Goldman1,2,3, Ayelet Kuper4,5,6, Cynthia Whitehead5,7,8
1Centre for Quality Improvement and Patient Safety, University of Toronto, 525 University Ave., Suite 630, Toronto, ON, M5G 2L3, Canada. joanne.goldman@utoronto.ca.
Advances in Health Sciences Education : Theory and Practice
|October 28, 2020
Summary
Quality improvement (QI) education programs involve diverse healthcare professionals. While beneficial, interprofessional and multiprofessional approaches reveal tensions in professional engagement and power dynamics within QI.
Area of Science:
- Healthcare education
- Quality Improvement (QI)
- Interprofessional education
Background:
- Healthcare professionals require Quality Improvement (QI) training, leading to interprofessional and multiprofessional education programs.
- Limited research exists on the dynamics and outcomes of interprofessional and multiprofessional education within QI initiatives.
Purpose of the Study:
- To qualitatively explore interprofessional and multiprofessional education in longitudinal QI programs.
- To examine how professional backgrounds influence QI education planning and experiences.
Main Methods:
- A collective case study design was employed across three QI education programs.
- Data collection included 58 interviews and 135 hours of observation, supplemented by document analysis.
- Interpretive thematic analysis, incorporating conventional and directed content analysis with sociology of professions theory, was used.
Main Results:
- Both interprofessional and multiprofessional education approaches were utilized for distinct educational goals.
- Positive learning and practice outcomes were observed for both approaches.
- Tensions emerged concerning professional engagement in QI, interprofessional power dynamics, and curriculum-practice disconnects.
Conclusions:
- Conceptual clarity is needed regarding interprofessional and multiprofessional education in QI.
- Addressing professional processes and tensions is crucial for optimizing the impact of QI education on healthcare practice.
