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From Theory to Practice: The Enacted Curriculum of a Successful Master's Program in Quality Improvement and
Katherine Stevenson1, Johan Thor, Marcel D'Eon
1Ms. Stevenson: Is a Doctoral Candidate, the Jönköping Academy for the Improvement of Health and Welfare, at the School of Health and Welfare, Jönköping University, Jönköping, Sweden and Clinical Assistant Professor at the School of Rehabilitation Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada. Dr. Thor: Is Associate Professor, the Jönköping Academy for the Improvement of Health and Welfare, at the School of Health and Welfare, Jönköping University, Jönköping, Sweden. Dr. D'Eon: Is Emerita Professor, College of Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada and Director, Educational Innovation Institute, Medical College of Georgia, Augusta University, Augusta, GA. Dr. Headrick: Is Emerita Professor, School of Medicine, University of Missouri, Columbia, MO. Dr. Andersson Gäre: Is Professor, the Jönköping Academy for the Improvement of Health and Welfare, at the School of Health and Welfare, Jönköping University, Jönköping, Sweden and Research Strategist, Futurum, Region Jönköping County, Sweden.
Introduction:
Blended learning has taken on new prominence in the fields of higher and continuing education, especially as programs have shifted in response to teaching in a global pandemic. The faculty at the Jönköping Academy's Masters in Quality Improvement and Leadership program has been offering a blended learning curriculum, based on four core design principles, since 2009. We studied key features of the enacted curriculum to understand conditions that can support an effective blended learning model.
Methods:
We used a case study approach underpinned by interactive research. Document analysis, a focus group, individual interviews, and stimulated recall interviews were used for data collection. Themes were identified through qualitative content analysis and data reduction, data display, and conclusion drawing.
Results:
We grouped data into six emergent themes that clarify the enacted curriculum of an established Master's program: focusing on a common purpose, developing technical and relational knowledge and skills, linking theory and practice in the workplace, leveraging collaboration for mutual benefit, concentrating on leadership and coaching, and applying a blended and interprofessional learning model.
Conclusion:
Educators faced with increased demands to be flexible and to offer opportunities for distance education can learn from this case example of effective teaching of quality improvement and leadership in a blended format.
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