Interprofessional quality improvement simulation: A virtual simulation activity for geographically distributed learners

• Published in: Journal of interprofessional education & practice Vol. 38; p. 100737
• Main Authors: Hamer, Joshua D., Nayyar, Roma, Yarlaggadda, Sudha, Arredondo, Kelley, Pechacek, Judith, Horstman, Molly J., Godwin, Kyler M.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.03.2025
• Subjects: Internal Medicine
• ISSN: 2405-4526; 2405-4526
• DOI: 10.1016/j.xjep.2024.100737

There is a recognized need for distance learning approaches to overcome barriers to traditional QI training. Virtual learning environments present challenges for delivering interprofessional learning activities. Therefore, we drew from the knowledge of subject matter experts in education, distance learning, and team science to appropriately adapt a QI simulation for the virtual environment as part of a national QI training program. The virtual simulation integrated aspects of team development (i.e., team formation, communication, designation of team member roles, developing a team charter) into the Model for Improvement to train geographically distributed fellows. The developmental strategy of the simulation activity was guided by a learner-centered design approach such that expected outcomes and behaviors of the learning activity were identified a priori. The activity garnered good participant responsiveness from interdisciplinary postdoctoral learners (Advanced Practice Nurse Practitioners, Registered Nurses, Pharmacists, Physicians, Clinical Psychologists, Licensed Clinical Social Works, other clinical and postdoctoral healthcare trainees) such that 81 % (n = 54) of learners’ responses on a 5-point Likert scale (1 = Poor, 5 = Very Well) indicated the learning activity was effective at helping them improve their knowledge of principles and tools to enhance team performance and data utilization. This adaptation of a QI learning activity fostered QI competence among a group of nationally distributed interprofessional fellows. Flexible hybrid virtual and/or in-person activity, small group simulation activity, large group discussion, and large group debrief. Interprofessional QI trainees that range from beginner to intermediate levels of experience using QI methodologies. By the end of this activity, learners will be able to:1.Apply improvement principles and tools to improve team performance2.Utilize effective team-building and communication strategies for improvement work3.Interpret data to guide improvement in team performance 1.Apply improvement principles and tools to improve team performance2.Utilize effective team-building and communication strategies for improvement work3.Interpret data to guide improvement in team performance