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Leading Healthcare Improvement Course

LEVEL: ADVANCED
For questions, please contact the I-QIPS Team

Course Offerings


Concluded:

Course Overview
Course: Leading Healthcare Improvement

This advanced-level 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.

Eligibility

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 should meet all of the following requirements:

  • Course Prerequisite: The applicant must have successfully completed the I-QIPS intermediate-level QI training course, QI Jump Start (or an approved equivalent).

  • Affiliation: The applicant must be current faculty, fellows/advanced trainees, 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 be able to describe 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 currently is pursuing 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 the next 6 - 12 months.

    Note: 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.

  • Letter of Support: The applicant must have a Letter of Support (LOS) 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 LOS 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.

    Their confirmed support should include the following: resources necessary for the success of the approved QI Project, applicant's full participation in the entire course, and applicant's time needed to be successful in the course (e.g., attend ALL course sessions, complete assignments, work on furthering their improvement project throughout and after the course, etc.).

Needs Assessment and Target Audience

The overall educational goal of this advanced-level leadership training course is to develop leaders of interprofessional improvement teams within their clinical settings. The course emphasizes leading healthcare improvements and innovations with an implementation strategy that combines quality improvement or change management techniques. The course sessions are designed for individuals with intermediate to advanced knowledge of the concepts of quality improvement and patient safety, and who have or will have responsibilities for leading quality improvement initiatives or have other relevant senior QI administrative roles.

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. Communicate the urgency of their project to stakeholders
  2. Form and lead effective, interprofessional teams
  3. Create and communicate a vision for their healthcare improvement project
  4. Develop strategies to remove barriers for project implementation and success
  5. Communicate the impact of their projects to leadership

Content

This advanced-level course will contain the following content:

  • Framing a problem and creating a transformational goal based on a sense of urgency created around a change
  • Becoming an effective leader of an interprofessional team
  • Creating a clear vision and communicating the value of change to the organization
  • Understanding the importance of effectively communicating the vision and identifying internal and external stakeholders essential to a change project
  • Being able to influence change and manage relationships independent of one’s position within the organization
  • Capitalizing on Plan-Do-Study-Act (PDSA) Improvement Cycles to generate short-term wins for one's change project
  • Understanding what it means to build on a change and identify future directions of one's improvement project
  • Working effectively through an organization’s culture to facilitate the adoption of a change or intervention

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 (which may include a brief, pre-course assignment to be completed before arriving to the first session). 

Criteria for Completion

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

Attendance and 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 for each session build upon those concepts and assignments discussed during previous sessions.
  • Complete and submit (on time) all session assignments, including a pre-course assignment (to be completed before Session 1), if requested. Learners should be prepared at each session to present and discuss their completed assignments.
  • 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 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 Anesthesiology™ (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.