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QI Jump Start Course

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Overview

LEVEL: INTERMEDIATE

This intermediate-level QI training course includes a series of interactive workshop sessions through which learners will work on actual approved QI projects that they have selected and brought with them to the course.

Throughout the course, learners will continue developing and moving their projects closer to implementation by applying to the projects the concepts and methodologies learned.

Each course session is designed to build upon the content, activities, and assignments from its previous sessions, and a series of required (brief) course assessments are administered before the start of the course, immediately after the final session of the course, and about three months thereafter, for learners to provide updates regarding the progress of their projects, as related to the training received from the course.


Course Offerings


Eligibility

If you are seeking to earn a Certificate for Added Qualification in Healthcare Improvement (CAQHI) Program AND you are currently enrolled in (or have submitted an application for an upcoming offering of) the CAQHI Program, you do NOT need to submit a separate application for the QI Jump Start course. Participants of the CAQHI Program are automatically enrolled in the respective QI Jump Start and Leading Healthcare Improvement courses associated with the CAQHI Program offering in which they are particpating.
Learners are enrolled to the course through a formal application selection process. When applications are open, a Call for Applications is posted above, as well as announced by the College. If you would like to be notified directly via email, select the subscribe button on the I-QIPS Home Page to receive I-QIPS news and announcements.

Applicants for the QI Jump Start course should ensure they meet all of the following requirements:

  • Course Prerequisite: If selected, the applicant must have successfully completed the QI Foundations: Take the Lead on Healthcare Quality Improvement course (or an approved equivalent) prior to the start of the QI Jump Start course. This foundational-level prerequisite course is comprised of a series of six (6) self-paced, online modules, prepared by Case Western Reserve (offered through Coursera), that BCM and affiliated learners may access at any time and at no cost. Those participating in the QI Jump Start course would benefit from arriving to the first session with a strong familiarity of the foundational-level tools and resources provided through the noted course.

    As mentioned, the prerequisite must be successfully completed prior to the start of the QI Jump Start course; it does not need to be completed before submitting a course application. Applicants have an opportunity to indicate on the application form whether they are in the process of completing the prerequisite course.

  • Affiliation: The applicant must be a current faculty, fellow/advanced trainee, or staff at Baylor College of Medicine (BCM) or a BCM-affiliated institution (unless other arrangements have been made with the I-QIPS Leadership Team prior to application submission).

  • QI Project: The applicant must describe on their application a concrete, leadership-approved improvement project that can be developed and implemented throughout the term of the course. Enrolled learners will work on their respective projects during the course, developing the project further with each course session by applying the concepts and knowledge gained from the sessions.

    The project can be an initiative that the applicant is pursuing currently or will begin concurrently with the start of the course. Further, the project should be in an area in which the applicant has substantial control and that they likely can complete within 6 - 12 months from the start of the course.

    If you do not have a suitable improvement project at this time, you are encouraged to apply for a future course offering, when you have an appropriate project confirmed and approved. In the meantime, you are invited and encouraged to complete the prerequisite course noted above (QI Foundations: Take the Lead on Healthcare Quality Improvement), if you have not already done so; the training is self-paced and offered online.

  • Letter of Support: The applicant must upload to their application a Letter of Support from a clinical champion in the clinical area that they are seeking to improve through their selected QI project (i.e., the area in which their project will be implemented). The letter should confirm that the applicant has the full support of their supervisor/leadership/clinical champion to participate in the course, should their application be selected.

    Further, the letter should confirm, at minimum, that the support they have includes the following: resources necessary for the success of the approved QI Project, applicant's full participation in the course in its entirety, and applicant's time needed to be successful in the course (including time required to attend ALL course sessions, complete all assignments, further their improvement project throughout the term of the course, etc.).

Needs Statement and Target Audience

The overall educational goal of this intermediate-level QI training course is to provide learners with exposure and hands-on experience in quality improvement and patient safety.

The course sessions are designed for individuals with an introductory knowledge of quality improvement and patient safety concepts, but who would benefit from hands-on experience in applying the learned principles to improve their healthcare practices and to mentor trainees. For example, the course is intended for individuals who desire to: 

  • Participate in QI committees and need QI training to enhance their clinical activities
  • Begin mentoring learners on QI projects and local QI initiatives
  • Teach QI to trainees and would like to augment their learning beyond a beginner-level
  • Transition their clinically-focused QI work to a scholarly product

The course is open to BCM and affiliated faculty, fellows/advanced trainees, and staff at no charge; although, space is limited. Course participants/learners are selected through a formal application process.

Objectives

By the end of the course, learners should be able to: 

  1. Demonstrate intermediate skills in creation of an aim and strategies to test small cycles of change
  2. Participate in multidisciplinary teams to promote and enhance safe care
  3. Systematically analyze practice using quality improvement methods
  4. Describe how evidence-based practice fits into quality improvement
  5. Mentor and educate trainees on quality- or safety-related initiatives
  6. Integrate learned concepts into future quality improvement initiatives at their institution

Content

The intermediate-level course will contain the following content:

  • Introduction to Systems/Design Thinking
  • Model for Improvement (Plan-Do-Study-Act)
  • Basic QI Tools: Fishbone, Process Maps, Key Driver Diagrams
  • Measures and the Clinical Value Compass
  • Data analysis and collection plan 
  • Interpretation of QI charts: Basic Run Charts
  • Introduction to Adult Learning Theory and Mentoring
  • Transforming QI work into Scholarship

Delivery

The course will involve the format described below. Attendance at all sessions is required.

  • A series of workshop sessions (6 sessions; 1.5 hours per session). 
  • The sessions are scheduled about 3 weeks apart and involve homework assignments to be completed between sessions.
  • Each learner is assigned to an I-QIPS QI Coach, with whom regular meetings between sessions are required to discuss the learner's improvement project.

Criteria for Completion

In order to receive a Course Completion Certificate, enrolled learners must meet all course requirements, as described below.

Attendance & Assignments 

To remain enrolled in the course, learners must:

  • Attend and actively participate in all of the scheduled workshop sessions (6 sessions; 1.5 hours per session). The course content and activities per session build upon those concepts and assignments discussed during previous sessions.
  • Complete and submit (on time) all session assignments, including a pre-course reading assignment, if requested. Learners should be prepared to present and discuss during each session their completed assignments.
  • Learners are required to register their improvement projects, as well as maintain regular project updates, in the I-QIPS QI Project Registry.
  • Submit their finalized QI Project Template, Poster, and Poster Abstract (featuring their improvement project). Learners will develop these items, as part of the overall coursework, updating and refining each item, based on content, discussions, and feedback received during each session.
  • Present their finalized posters (reflecting the in-progress work of their improvement projects) during the final course session. More information is provided during the term of the course.

After completing the course, each learner is strongly encouraged to submit an abstract to an academic conference to present their improvement project, and to notify the I-QIPS of their accepted presentation.

Course Assessments

All of the following assessments are required for the course and must be completed by each learner:

  • Pre-Course Assessment
  • Post-Course Assessment
  • Outcomes Assessment*

*Note: The Outcomes Assessment is administered about 3-4 months after the conclusion of the final session; learners are notified by email when the assessment is available for their completion. It is the learners responsibility to notify the I-QIPS of any changes to their email address post-course. This assessment serves as the final requirement for the course.

Course Completion Certificate

At the discretion of the I-QIPS Leadership Team, completion certificates are awarded to eligible learners/course participants to confirm their satisfactory completion of all course requirements. A learner's eligibility to receive a completion certificate is impacted by their attendance, level of participation during each session, and on-time submission of all required assignments and assessments throughout the course, as described in the Criteria for Completion section above.

Final certificate decisions are made only after all described course requirements have been completed across all enrolled learners (e.g., I-QIPS' receipt of all required assignments and course assessments), including the final course assessment (Outcomes Assessment), as noted.

Accreditation and Credit Designation

AMA PRA Category 1 Credit™

Baylor College of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

Baylor College of Medicine designates this live activity for a maximum of 9.0 AMA PRA Category 1 Credits™; each workshop/session for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Maintenance of Certification (MOC) Credit

American Board of Anesthesiology
This activity contributes to the patient safety CME requirement for the CME component of the American Board of Anesthesiology’s (ABA) redesigned Maintenance of Certification in AnesthesiologyTM (MOCA®) program, known as MOCA 2.0®. Please consult the ABA website, http://www.theABA.org, for a list of all MOCA 2.0 requirements.

American Board of Internal Medicine
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 9.0 MOC points and patient safety MOC credit in the American Board of Internal Medicine’s (ABIM) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.

American Board of Otolaryngology - Head and Neck Surgery
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to meet the expectations of the American Board of Otolaryngology’s Maintenance of Certification (MOC) program. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of recognizing participation.

American Board of Pathology
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 9.0 Lifelong Learning (Part 2) MOC points in the American Board of Pathology Maintenance of Certification (MOC) program. Participants will earn MOC points equivalent to the amount of CME credits claimed for the activity. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.

American Board of Pediatrics
Successful completion of this CME activity, which includes participation in the activity and individual assessment of and feedback to the learner, enables the learner to earn up to 9.0 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.

American Board of Surgery
Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to earn credit toward the CME and Self-Assessment requirements of the American Board of Surgery’s Continuous Certification program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting ABS credit.

Evaluation

Evaluation by questionnaire will address program content, presentation, and possible bias.