Learning experiences from an online QI fellowship programme during COVID-19 - a qualitative study.

Area of Science:

• Healthcare Education
• Quality Improvement Science
• Pandemic Response

Background:

• The COVID-19 pandemic necessitated widespread adoption of online learning across educational sectors.
• The National Institute of Health and Care Research Applied Research Collaboration Northwest London's (NIHR ARC NWL) Improvement Leader Fellowship transitioned to virtual delivery.
• This study investigated the impact of this transition on the fellows' learning experience.

Purpose of the Study:

• To understand the impact of pandemic-induced online learning on the fellows' quality improvement (QI) education.
• To identify benefits and challenges associated with virtual QI learning.
• To explore facilitators and barriers to implementing online QI learning in the workplace.

Main Methods:

• Qualitative study employing focus groups with two cohorts of fellows (n=18 and n=15).
• Analysis conducted under a constructivist qualitative research paradigm.
• Exploration of fellows' experiences with online quality improvement (QI) learning.

Main Results:

• Key themes included the online QI learning experience (benefits and challenges) and implementation (facilitators and barriers).
• Benefits comprised digital flexibility, learner connection, and COVID-19 respite; challenges included lack of interaction, technology issues, digital fatigue, and the human dimension.
• Facilitators involved mutual support and resource access; barriers included implementation difficulties and lack of protected time.

Conclusions:

• Online learning proved generally effective for action-oriented QI, but modifications are needed for future virtual learning effectiveness.
• Understanding challenges in translating online learning to practical application is crucial for implementation science.
• Insights into how fellows navigated remote learning and workplace implementation offer valuable lessons for evolving educational practices post-pandemic.