Additional courses will be listed as they become available.
Goal and Target Audience
The overall educational goal of this intermediate-level training course is to provide faculty with exposure and hands-on experience in quality improvement. The course is designed for individuals with an introductory knowledge of the concepts of quality improvement and patient safety, but who would benefit from hands-on experience in applying the learned principles to improve their healthcare practice and to mentor trainees. We do not recommend this course for faculty who require a more advanced training program, such as faculty who are leading QI initiatives or have senior administrative roles.
There is no charge to attend the course, and it is open to BCM faculty and staff, although space is limited.
This course is for faculty 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
By the end of the course, learners should be able to:
- Demonstrate intermediate skills in creation of an aim and strategies to test small cycles of change
- Participate in multidisciplinary teams to promote and enhance safe care
- Systematically analyze practice using quality improvement methods
- Describe how evidence-based practice fits into quality improvement
- Mentor and educate trainees on quality- or safety-related initiatives
- Integrate learned concepts into future quality improvement initiatives at their institution
This intermediate 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
The course will involve the format described below. Attendance at all sessions is required.
- A series of in-person workshop sessions (6 sessions; 1.5 hours per session).
- The sessions are scheduled about 3 weeks apart and involve homework assignments, including a pre-session reading assignment.
- Participants are expected to present their completed homework assignments at each session.
- A “Work-In-Progress” Poster Presentation Session will be held at the conclusion of the course. Participants are expected to prepare a poster to present at the session.
Criteria for Completion
In order to remain enrolled in the course, learners must:
- Attend and participate at all workshop sessions.
- Prepare a poster to present at the "Work-In-Progress" Poster Presentation session.
Accreditation and Credit Designation
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 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.
Evaluation by questionnaire will address program content, presentation, and possible other areas.