APA
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Gregory, M., Bryan, J. L., Hysong, S., Kusters, I. S., Miltner, R., Stewart, D., … Godwin, K. M. (2018). Evaluation of a Distance Learning Curriculum for Interprofessional Quality Improvement Leaders. American Journal of Medical Quality : the Official Journal of the American College of Medical Quality.
Chicago/Turabian
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Gregory, M., Jennifer L Bryan, S. Hysong, Isabelle S Kusters, R. Miltner, Diana Stewart, Natalie Polacek, et al. “Evaluation of a Distance Learning Curriculum for Interprofessional Quality Improvement Leaders.” American journal of medical quality : the official journal of the American College of Medical Quality (2018).
MLA
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Gregory, M., et al. “Evaluation of a Distance Learning Curriculum for Interprofessional Quality Improvement Leaders.” American Journal of Medical Quality : the Official Journal of the American College of Medical Quality, 2018.
BibTeX Click to copy
@article{m2018a,
title = {Evaluation of a Distance Learning Curriculum for Interprofessional Quality Improvement Leaders},
year = {2018},
journal = {American journal of medical quality : the official journal of the American College of Medical Quality},
author = {Gregory, M. and Bryan, Jennifer L and Hysong, S. and Kusters, Isabelle S and Miltner, R. and Stewart, Diana and Polacek, Natalie and Woodard, L. and Anderson, Jane and Naik, A. and Godwin, Kyler M.}
}
As health care systems move toward value-based care, training future leaders in quality improvement (QI) is essential. Web-based training allows for broad dissemination of QI knowledge to geographically distributed learners. The authors conducted a longitudinal evaluation of a structured, synchronous web-based, advanced QI curriculum that facilitated engagement and real-time feedback. Learners (n = 54) were satisfied (overall satisfaction; M = 3.31/4.00), and there were improvements in cognitive (immediate QI knowledge tests; P = .02), affective (self-efficacy of QI skills; P < .001), and skill-based learning (Quality Improvement Knowledge Application Tool; P < .001). There was significant improvement in affective transfer (interprofessional attitudes on the job; p < .01) but no significant change on cognitive (distal QI knowledge test; P = .91), or skill-based transfer (self-reported interprofessional collaboration job skills; P = .23). The findings suggest that this model can be effective to train geographically distributed future QI leaders.
