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Competency-Based Interprofessional Continuing Education Focusing on Systems Thinking and Health Care Delivery for
Kristen K Will1, Alison Essary
1Ms. Kristen K. Will: Director, Clinical Programs and Accreditation, Clinical Associate Professor, College of Health Solutions, Arizona State University, Tempe, AZ. Ms. Alison Essary: Scrivner Family Director of the Research, Quality Improvement and Patient Safety (ResQIPS) Program, and Clinical Professor, College of Health Sciences, Northern Arizona University-Phoenix Biomedical Campus HonorHealth Academic Affairs, Scottsdale, AZ.
This novel program improved healthcare professionals' knowledge and skills in systems-based practice through team-based learning and quality improvement projects, leading to better patient outcomes.
Area of Science:
- Healthcare systems
- Medical education
- Patient-centered care
Background:
- Comprehensive patient care requires skills beyond traditional medical knowledge.
- Integrating systems-based practice is crucial for high-value healthcare.
Purpose of the Study:
- To describe a novel learning program integrating systems-based practice curricula.
- To assess the impact of this interprofessional continuing education on healthcare professionals' knowledge and skills.
Main Methods:
- Experiential, team-based learning through quality improvement projects.
- Presurveys and postsurveys to assess knowledge and skills.
- Mixed-level modeling analysis for statistical evaluation.
Main Results:
- Significant improvement in postsurvey scores across all participants (P ≤ .001).
- Increased scores between successive cohorts, indicating program growth.
- Participants engaged in health systems improvement projects, positively impacting patient outcomes.
Conclusions:
- The program offers a unique approach to systems-based curricula for interprofessional learners.
- Participants demonstrated increased engagement in systems change and quality improvement.
- Health systems can adopt this model by collaborating with academic institutions.
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