Evaluation of a Distance Learning Curriculum for Interprofessional Quality Improvement Leaders
Evaluation of a Distance Learning Curriculum for Interprofessional Quality Improvement Leaders
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DOI：
10.1177/1062860618765661
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发表时间：
2018-11-01
影响因子：
1.4
通讯作者：
Godwin, Kyler M.
中科院分区：
文献类型：
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作者：
Gregory, Megan E.;Bryan, Jennifer L.;Godwin, Kyler M.
随着医疗保健系统转向基于价值的医疗服务，培训未来的质量改进 (QI) 领导者至关重要。基于网络的培训可以向地理分布广泛的学习者广泛传播 QI 知识。作者对结构化、同步的、基于网络的高级 QI 课程进行了纵向评估，该课程促进了参与和实时反馈。学习者 (n = 54) 感到满意（总体满意度；M = 3.31/4.00），并且在认知（立即 QI 知识测试；P = .02）、情感（QI 技能的自我效能；P < .001）和基于技能的学习（质量改进知识应用工具；P < .001）方面有所改善。情感转移（对工作的跨专业态度；p < .01）有显着改善，但认知（远端 QI 知识测试；P = .91）或基于技能的转移（自我报告的跨专业协作工作技能；P = .23）没有显着变化。研究结果表明，该模型可以有效地培训分布在不同地区的未来 QI 领导者。
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.