Interprofessional and multiprofessional approaches in quality improvement education
- PDF / 619,745 Bytes
- 22 Pages / 439.37 x 666.142 pts Page_size
- 46 Downloads / 198 Views
Interprofessional and multiprofessional approaches in quality improvement education Joanne Goldman1,2,3 · Ayelet Kuper2,3,4 · Cynthia Whitehead3,5,6 · G. Ross Baker7 · Beverly Bulmer8,9 · Maitreya Coffey10,11,12 · Christine Shea7 · Lianne Jeffs7,13,14 · Kaveh Shojania1,2,4 · Brian Wong1,2,4 Received: 4 December 2019 / Accepted: 21 October 2020 © Springer Nature B.V. 2020
Abstract The imperative for all healthcare professionals to partake in quality improvement (QI) has resulted in the development of QI education programs with participants from different professional backgrounds. However, there is limited empirical and theoretical examination as to why, when and how interprofessional and multiprofessional education occurs in QI and the outcomes of these approaches. This paper reports on a qualitative collective case study of interprofessional and multiprofessional education in three longitudinal QI education programs. We conducted 58 interviews with learners, QI project coaches, program directors and institutional leads and 135 h of observations of in-class education sessions, and collected relevant documents such as course syllabi and handouts. We used an interpretive thematic analysis using a conventional and directed content analysis approach. In the directed content approach, we used sociology of professions theory with particular attention to professional socialization, hierarchies and boundaries in QI, to understand the ways in which individuals’ professional backgrounds informed the planning and experiences of the QI education programs. Findings demonstrated that both interprofessional and multiprofessional education approaches were being used to achieve different education objectives. While each approach demonstrated positive learning and practice outcomes, tensions related to the different ways in which professional groups are engaging in QI, power dynamics between professional groups, and disconnects between curricula and practice existed. Further conceptual clarity is essential for a more informed discussion about interprofessional and multiprofessional education approaches in QI and explicit attention is needed to professional processes and tensions, to optimize the impact of education on practice. Keywords Interprofessional education · Medical sociology · Multiprofessional education · Patient safety · Qualitative research · Quality improvement
* Joanne Goldman [email protected] Extended author information available on the last page of the article
13
Vol.:(0123456789)
J. Goldman et al.
Introduction Influential reports from the early 2000’s on the prevalence of hospital preventable adverse events focused international attention on the urgency of improving quality in healthcare (Baker et al. 2004; Kohn et al. 2000; Thomas et al. 2000; Vincent et al. 2001). Quality in healthcare can be defined by the Institute of Medicine’s conceptualization of six domains: safe, effective, patient centered, timely, efficient and equitable (Institute of Medicine 2001). Quality improvement (QI) refers to
Data Loading...
