Postgraduate Course: Adopting quality improvement methodology approaches to clinical education (MEED11035)
Course Outline
| School | Edinburgh Medical School |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | Quality improvement is increasingly a core component of many undergraduate and postgraduate curricula. Numerous healthcare organisations, professional regulators, and policy makers recognise the benefits of training clinicians in quality improvement.
In order to thrive in an increasingly challenging healthcare environment, the ability of clinicians to undertake work-based quality improvement projects is more important than ever for healthcare systems' continued survival.
This course offers students the opportunity to critically study and systematically examine the methods and factors that best work to facilitate quality improvement approaches.
Students will develop a QI project proposal to manage change in the most effective way within their own healthcare setting.
The underlying research around QI principles, cultures, approaches, and methods are explored to help students to consider how best to improve quality of educational practice in their setting.
Online environments are used for the teaching, learning and assessment of all courses on the programme. This includes Microsoft Teams for regular, synchronous conversations, a virtual learning environment with discussion forums for asynchronous dialogue, and other interactive visual, audio, textural and graphical modes of communication. |
| Course description |
The course aims to provide students the opportunity to study the methods and processes that could be used to critique, analyse, and improve educational quality within healthcare. At the end of the course, individuals will have the knowledge and skills to design, develop and lead on improvement projects, generate support for change and provide credible support and advice.
A culture of enthusiasm, optimism, curiosity, and critical thinking is encouraged throughout the course. Students will be encouraged to share the development of their plan and learn with, and from, each other.
The course will also support the students to focus on the practical application of what they learn from the course into their professional practice. Exploring the role and impact of clinical education and the management and leadership requirements to support Quality Improvement will form a key elements of the course content.
The course is delivered online using live conversations, discussion boards, reflective tasks and online resources. It also draws on self-directed and peer learning. A workbook will be provided for students to work through as the course progresses, this will enable those with poor access to the Internet to download the workbook and study at times of poor connectivity.
Core themes will be discussed throughout the course and built upon through a progressive learning approach that will require the learners to use and develop critical thinking and problem-solving skills.
Themes that are covered include:
- Defining quality and understanding core improvement concepts.
- The planning and application of improvement projects.
- Utilising improvement science tools and frameworks.
- Measuring improvement.
- Leadership and governance.
- Using and learning from data (clinical audits).
- Teaching and supporting individuals/teams in QI approaches.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
Critical Literature Review (MEED11036)
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Course Delivery Information
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| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Flexible |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Lecture Hours 10,
Seminar/Tutorial Hours 20,
Feedback/Feedforward Hours 2,
Formative Assessment Hours 10,
Summative Assessment Hours 50,
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
300 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
The Formative task
o Students will be required to present their planned approach in week 10.
The Summative assignment
o Part 1: Written presentation - due week 15
o Part 2: Design and develop a comprehensive plan - due week 20
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| Feedback |
Feedback is generated on an ongoing basis through interactive live and asynchronous discussion and review of formative assignments.
Tutors will also provide individual, detailed comments on the summative end of course assignment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Develop critical awareness of quality improvement principles, approaches, and application to healthcare education.
- Identify and differentiate the most popular quality improvement approaches, frameworks, and methods along with the strengths and weaknesses of each.
- Critically review the relationship between theories and workplace practice.
- Appraise QI evaluation/measurement strategies applicable to healthcare settings.
- Plan an improvement project to apply learning into practice including evaluation strategies, performance measures and key steps to manage the QI project.
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Reading List
Recommended Reading list
Guides to improvement
- 1000 Lives Improvement (2014), The Quality Improvement Guide: The Improving Quality Together Edition Cardiff: 1000 Lives Improvement http://www.1000livesplus.wales.nhs.uk/document/179423 Ballat, J & Campling, P (2011) Intelligent Kindness: Reforming the Culture of Healthcare
- Deming, W.E (2000) Out of the crisis
- Tufte, E.R (2001) The Visual Display of Quantitative Information Hardcover. 31 Jan 2001
- NHS Improving Quality (2014) First Steps Towards Quality Improvement: A Simple Guide to Improving Services https://www.england.nhs.uk/improvement-hub/publication/first-steps-towards- quality-improvement-a-simple-guide-to-improving-services/
- NHS Improving Quality (2014) Seven ways to no delays - https://www.england.nhs.uk/improvement- hub/wp-content/uploads/sites/44/2017/11/Seven-Ways-to-No-Delay.pdf
- The Health Foundation (2013) Quality Improvement Made Simple: What everyone should know about health care quality improvement https://www.health.org.uk/publication/quality- improvement-made-simple
- Understanding and Improving Demand and Capacity Demand And Capacity QIHC version.pdf Spread and sustainability
- Hannah Burd, Michael Hallsworth, The Behavioural Insights Team (2016) Spreading change: A guide to enabling the spread of person- and community-centred approaches for health and wellbeing https://www.health.org.uk/publication/spreading-change
- Healthcare Improvement Scotland (2013) Guide on Spread and
Sustainability http://www.healthcareimprovementscotland.org/about_us/what_we_do/knowledge_management /knowledge_management_resources/spread_and_sustainability.aspx
- Lynne Maher, Professor David Gustafson, Alyson Evans (2017) Sustainability Model. NHS Improvement
https://improvement.nhs.uk/resources/Sustainability-model-and-guide/
- Jeffcott, Dr Shelley (2014) The Spread and Sustainability of Quality Improvement in Healthcare. Healthcare Improvement Scotland http://www.qihub.scot.nhs.uk/media/835521/spread%20and%20sustainability%20study%20review%20(w eb).pdf
Innovation
- Leurs, B & Roberts, I (2018) Playbook for Innovation Learning
https://www.nesta.org.uk/toolkit/playbook-for-innovation-learning/
Measurement
- Mike Davidge, Mike Holmes, Annabel Shaw, Susanna Shouls and Matt Tite (2015) Guide to Measurement for improvement. NHS Elect https://www.nhselect.nhs.uk/What-we-do/Quality- Improvement--Measurement/Measurement-for-Improvement
- Care Data Guide: Learning From Data for Improvement
- National Improvement and Leadership Development Board (2016) Developing People - Improving Care: A national framework for action on improvement and leadership development in NHS-funded services https://improvement.nhs.uk/resources/developing-people-improving-care/
Improvement Principles
- Norman, Donald A (2013) The Design of Everyday Things (The MIT Press) Design of everyday things
- Perlo J, Balik B, Swensen S, Kabcenell A, Landsman J, Feeley D. IHI Framework for Improving Joy in Work. IHI White Paper. Cambridge, Massachusetts: Institute for Healthcare Improvement; 2017. (Available at ihi.org)
- Syed, Matthew (2016) Black Box Thinking: Marginal Gains and the Secrets of High Performance
- Tett, Gillian (2016) The Silo Effect: Why Every Organisation Needs to Disrupt Itself to Survive
Coaching
- Performance Consultants International (2012) The GROW Model https://www.performanceconsultants.com/wp-content/uploads/GROW-Model-Guide.pdf
- Chip Heath & Dan Heath (2011) Switch: How to change things when change is hard
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Additional Information
| Graduate Attributes and Skills |
Personal and intellectual autonomy: This course will further develop the mindset and skills of the students to practically apply their academic learning and new knowledge to their profession or institution. It will also promote personal independent learning and development.
Inquiry and lifelong learning: Academic staff and learners will work together to co-create an enquiry-based community that emphasises the student¿s active role in the learning process to make positive and on-going change.
Outlook and engagement: The establishment of a supportive learning environment will encourage students to engage with the themes and question assumptions around the current practice and consider how QI processes can best support enhancement. The course will allow students to develop their way of thinking around the topic of QI, be encouraged to pursue their ideas to improve service delivery within their setting using innovative approaches.
Aspiration and personal development: Underpinning this approach will be a practice of curiosity, critical thinking and creativity that will allow the students to be effective and influential contributors in improvement processes within the workplace.
Personal effectiveness: Students will be in a position to recognise the ideologies, coordinate strategies, and influence mechanisms of collective decision-making as part of healthcare service redesign that may have the potential to impact on service delivery and patient safety.
Communication: Identifying change needs and considering how to plan and communicate the QI process along with measuring the impact and effect of this, will form part of the aims of this course.
Research and enquiry: This will further develop the students¿ abilities to formulate, evaluate, adapt, and apply evidence-based solutions and arguments through the use of QI tools research and methods with a reasoned perspective.
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| Keywords | Quality,Improvement,enhancement,assurance,educational project management,leadership,change,planning |
Contacts
| Course organiser | Mr Brian Carlin
Tel: 0131 242 6536
Email: b.carlin@ed.ac.uk |
Course secretary | Mrs Femke Morrison
Tel: (0131) 242 6385
Email: Femke.Morrison@ed.ac.uk |
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