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QI Jump Start (Intermediate Course)

Course Offerings

Additional offerings of this course 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 and staff 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 (such as those found in the foundational-level tools and resources provided via the online, self-paced course, "QI Foundations: The Basics"), but who would benefit from hands-on experience in applying the learned principles to improve their healthcare practice and to mentor trainees. The QI Jump Start course is not recommended for faculty or staff who require a more advanced training program, such as those who are leading QI initiatives or have senior administrative roles.

Note: Although the "QI Foundations: The Basics" course is not a prerequisite for the QI Jump Start intermediate-level course, those participating in the QI Jump Start course would benefit from arriving to the first session with a strong familiarity of the tools and resources discussed in the QI Foundations course.

This course is for faculty and staff 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

There is no charge to attend the course, and it is open to BCM faculty and staff, although space is limited.


    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


    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 brief pre-course reading assignment.
    • Participants are expected to present their completed homework assignments at each session.
    • Participants are expected to prepare a “Work-In-Progress” Poster, featuring their improvement project. 
    • After the course is completed, participants are asked to submit an abstract for the Poster Session associated with a designated quality conference.

    Criteria for Completion

    In order to remain enrolled in the course, learners must:
    • Attend and actively participate in all six (6) of the scheduled workshop sessions. The course content and activities for each session build upon those concepts and assignments discussed during previous sessions.
    • Complete all homework assignments for each session, including a pre-course reading assignment. Participants are expected to discuss their completed homework assignments at each session.
    • Submit a final Project Template, Abstract, and Poster, featuring their improvement project, to present at a Poster Session (if selected), held in conjunction with the annual BCM Quality Improvement and Patient Safety Conference, scheduled in April.

    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 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.


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