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Preparing Faculty to Incorporate Health Systems Science into the Clinical Learning Environment: Factors Associated

Suzanne Lazorick1, Arianne Teherani2, Luan Lawson3

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The Teachers of Quality Academy significantly enhanced faculty skills in health system science over five years. Participants reported sustained improvements in clinical practice, teaching, and institutional culture, fostering professional growth.

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Area of Science:

  • Medical Education
  • Health Systems Science
  • Quality Improvement

Background:

  • Faculty development programs are crucial for advancing medical education.
  • The Teachers of Quality Academy (TQA) trains medical faculty in health system science.
  • Previous evaluations showed short-term benefits for TQA participants.

Purpose of the Study:

  • To assess the long-term (5-year) perceived impacts of the TQA program.
  • To evaluate the sustained effects on faculty practice, teaching, and institutional contributions.
  • To understand the lasting influence on professional development and healthcare delivery.

Main Methods:

  • A mixed-methods approach was employed, combining questionnaires and semistructured interviews.
  • Data were collected from the first cohort of TQA participants.
  • Quantitative and qualitative analyses were performed on the collected data.

Main Results:

  • Participants integrated quality improvement (QI) principles into clinical work and teaching.
  • A deeper understanding of interprofessional collaboration and improved care delivery were reported.
  • The program fostered a lasting learning community, positively impacting institutional culture and professional advancement.

Conclusions:

  • The TQA program yields significant long-term benefits for faculty development in health system science.
  • Sustained integration of QI and interprofessionalism enhances clinical practice and medical education.
  • The program's longitudinal nature and community-building aspects create enduring positive institutional change.