Faculty-Submitted Teaching Resources
Whether they’re in Canada, Colombia, or Cameroon, faculty members in health professions schools all over the world can submit materials or websites to advance students’ knowledge of patient safety, quality improvement, patient-centered care, and other topics.
If you’re a faculty member, send curricular materials or websites to openschool@ihi.org, along with your name, title, school, a brief description of what you’re sending, and the location where you found it (if you didn’t create it yourself).
“By and large, hospitals that want to educate health professionals about quality, safety, and teamwork have to start from scratch with each new graduate they hire,” says Linda Cronenwett, PhD, RN, FAAN, Dean and Professor at the University of North Carolina, Chapel Hill School of Nursing (Chapel Hill, North Carolina, USA). She is involved in a national initiative to change that reality.
This report describes the Interdisciplinary Professional Education Collaborative (IPEC) to improve health and health care through the use of interdisciplinary education and the ideas and methods of continuous improvement. The report provides an introduction to the work of the Collaborative, objectives and results of the work over the duration of the project, and an extensive bibliography.
This study interviewed medical students and residents in an academic medical center, and categorized the factors that influenced their learning from errors. The authors concluded that facilities could help by addressing variability in faculty response and by disseminating clear, accessible algorithms to guide behavior when errors occur. The survey also revealed the need for a teaching and learning focus on emotionally charged situations, learning from errors and near misses, and a balance between individual and systems responsibility.
This position statement is a call for change in nursing education. The group believes that nursing education must be rooted in research and actively engage the students in the learning process.
This article describes a study where 77 medical, physician assistant, nurse practitioner, and health services management students were provided training in quality improvement, community-oriented primary care, and teamwork. These students were then formed into 13 interdisciplinary teams to apply their knowledge in underserved areas ("service learning") under a community and faculty preceptor.
This article describes the influx of new energy and ideas that often accompany students who enter health care organizations. As these students learn quality improvement principles they can often greatly help organizations improve their quality.
This article describes an interdisciplinary course in continuous improvement developed by the Schools of Medicine and Nursing at Case Western Reserve University and the Program in Health Administration at Cleveland State University, which focuses on learning through experience. The course accommodates a large number of students, and has created new partnerships with Cleveland area health care organizations.
This Institute of Medicine report examines the education of public health professionals, an essential component of the public health workforce. Report recommendations include establishing partnerships between schools of public health and other academic disciplines, local and state health departments and community organizations; adding public health training to medical and nursing school curricula; and increasing federal funding for public health research.
This article describes the Institute for Healthcare Improvement's (IHI) Interdisciplinary Professional Education Collaborative which began in August of 1994. The goal was to teach and train medical students in quality improvement theory, as a means to improve health care as they joined the medical workforce.
At the University of Connecticut School of Medicine (Farmington, Connecticut, USA), a program known as Beginning to End (B to E) provides a unique opportunity for medical students to identify examples of less than optimal care and to suggest improvement strategies.
In 2005, Mayo School of Graduate Medication Education implemented a program to train all its resident and fellows — more than 1,500 students on three campuses — in quality improvement and safety.
The matrix is a conceptual framework used by residents and other clinicians to project an episode of care as an interaction between quality outcomes and the skills, knowledge, and attitudes (core competencies) necessary to affect those outcomes.
This clerkship associated with the University of Tennessee College of Medicine stresses concern for patient-centered care in a safe environment, while focusing on improving quality in the delivery of care.
This presentation was given by Linda Headrick, MD, Senior Associate Dean, Education and Faculty Development, University of Missouri School of Medicine (Columbia, Missouri, USA), to the Council of Academic Societies of the Association of American Medical Colleges in March 2004. Educational goals, methods, content, and assessment for teaching quality improvement as part of medical education are described.
Achieving Competence Today (ACT) is a teaching resource for health care educators. ACT develops and provides resources for the ACGME Systems-Based Practice and Practice-Based Learning and Improvement, and for the AACN Essentials of Graduate Nursing Practice competencies. Educators have several options for finding and downloading high-quality curriculum materials.
Quality and Safety Education for Nurses (QSEN) is a comprehensive resource for nursing educators. This website is a place to learn and share ideas about educational strategies that promote quality and safety competency development in nursing.
The Standards for Quality Improvement Reporting Excellence (SQUIRE) Guidelines help authors write excellent, usable articles about quality improvement in healthcare.
