Learning team-based quality improvement in a virtual setting: a qualitative study.

Area of Science:

• Medical Education
• Health Professions Education
• Virtual Learning Environments

Background:

• Quality Improvement (QI) education is essential for healthcare professionals.
• Adapting educational strategies to virtual settings presents unique challenges and opportunities.

Purpose of the Study:

• To explore postgraduate students' perceptions of virtual learning quality improvement (QI) education.
• To identify factors promoting or inhibiting effective virtual learning.

Main Methods:

• Exploratory case study design utilizing focus group interviews.
• Thematic analysis of qualitative data, informed by activity theory and Bloom's revised taxonomy.

Main Results:

• Students engaged in higher-order cognitive activities, integrating theory with practical QI skills.
• Key themes included active participation, constructing virtual learning opportunities, and creating a supportive virtual environment.
• Psychological safety was identified as critical for student engagement in virtual learning.

Conclusions:

• Collaborative learning integrating theory and practical skills is feasible in virtual settings.
• Virtual learning environments necessitate conscious facilitation to ensure psychological safety and engagement.
• Educators must adapt to altered interaction norms in virtual spaces to foster student comfort and participation.