This document discusses delivering quality improvement (QI) training. It outlines several potential structures for delivering QI training content, including using vehicles like lectures to cover topics like the anatomy and physiology of QI schemes. It also describes developing a new QI module as part of a college curriculum to complement existing tools and approaches. The document recommends knowledge resources on QI and emphasizes that QI training is a practical endeavor. It suggests structures like action learning sets, mentoring, and paired learning to support QI work, noting that the appropriate structures depend on available resources. The document closes by asking attendees if they have any other questions.
Every job changes over time but what happens to roles and the people in them when change becomes necessary due to the accelerated evolution of an academic department? What are the intrinsic differences between generalist and specialist roles? What are their specific advantages and disadvantages? Which model works best for professional services staff, students and faculty?This interactive workshop will take participants through the process of acknowledging that change is sometimes necessary, determining what form that change should take and implementing those new structures. It will focus on the personal implications of change and how to retain control of a potentially difficult process; how communications with various stakeholders are managed; and how those involved need to be truly engaged and supportive of the process so that an effective team can be formed.
Using a real-life example to better explore these issues, participants will gain an understanding of the causes, implications and consequences of large-scale change and restructure. They will be encouraged to think about the structure of their own teams and to use the lessons we learned to help them identify any possible solutions to problems they may be facing.
“The University is a community of scholars engaged in the task of seeking truth”. Karl Jaspers, 1923
“I find the three major administrative problems on campus are sex for the students, athletics for the alumni and car parking for the faculty”.
Clark Kerr President,
University of California, 1958
Learn more about differing models of two year degrees
•
Discuss and debate some of the wider issues around the model
•
Think about the implications of the structure on your own job
•
Consider which of the professional behaviours you think are most needed in the structure
12 years’ experience of adjudicating on complaints from students across the HE sector has provided the OIA with a unique perspective on how students’ complaints have changed during a time of rapid change in the sector; and how HE Providers’ procedures and approaches have evolved in order to address them. This session will inform participants of current trends and emerging themes in the complaints which students bring to the OIA. The impact of the OIA’s Good Practice Framework will be assessed. We will set out how it has been, and continues to be developed since its initial publication in December 2014 and in light of the expansion of the sector and of OIA membership. The session will use case studies and will give delegates an opportunity to discuss examples of good practice and challenges faced when dealing with complaints and appeals, with particular reference to embedding good practice and to emerging trends.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
Every job changes over time but what happens to roles and the people in them when change becomes necessary due to the accelerated evolution of an academic department? What are the intrinsic differences between generalist and specialist roles? What are their specific advantages and disadvantages? Which model works best for professional services staff, students and faculty?This interactive workshop will take participants through the process of acknowledging that change is sometimes necessary, determining what form that change should take and implementing those new structures. It will focus on the personal implications of change and how to retain control of a potentially difficult process; how communications with various stakeholders are managed; and how those involved need to be truly engaged and supportive of the process so that an effective team can be formed.
Using a real-life example to better explore these issues, participants will gain an understanding of the causes, implications and consequences of large-scale change and restructure. They will be encouraged to think about the structure of their own teams and to use the lessons we learned to help them identify any possible solutions to problems they may be facing.
“The University is a community of scholars engaged in the task of seeking truth”. Karl Jaspers, 1923
“I find the three major administrative problems on campus are sex for the students, athletics for the alumni and car parking for the faculty”.
Clark Kerr President,
University of California, 1958
Learn more about differing models of two year degrees
•
Discuss and debate some of the wider issues around the model
•
Think about the implications of the structure on your own job
•
Consider which of the professional behaviours you think are most needed in the structure
12 years’ experience of adjudicating on complaints from students across the HE sector has provided the OIA with a unique perspective on how students’ complaints have changed during a time of rapid change in the sector; and how HE Providers’ procedures and approaches have evolved in order to address them. This session will inform participants of current trends and emerging themes in the complaints which students bring to the OIA. The impact of the OIA’s Good Practice Framework will be assessed. We will set out how it has been, and continues to be developed since its initial publication in December 2014 and in light of the expansion of the sector and of OIA membership. The session will use case studies and will give delegates an opportunity to discuss examples of good practice and challenges faced when dealing with complaints and appeals, with particular reference to embedding good practice and to emerging trends.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
The Current State of Play of Community Health Workers Training Programs in Su...germainsky
Literature Review, Commissioned of the One Million Community Health Workers Campaign by mPowering Frontline Health Workers, through support from USAID & Intel
Support for NQSWs & cont professional developmentIriss
Presentation from Scottish Social Services Council on support for newly-qualified social workers and pilot schemes for supported and assessed first year in practice, in context of wider continuing professional development and planning. Given at Shaping our Future Conference, 31 May 2019 at the University of Strathclyde.
Redesigning staff development programmes to address future challenges of HESEDA
Session aims and plan
• Three different approaches to redeveloping flagship staff programmes – and the challenges and opportunities these presented (25 mins)
• Opportunity to reflect critically on how staff development programmes provide institutions with an opportunity to support teaching staff to meet current and future likely challenges (20 mins)
Ways to Get Maximum Exposure Before Final SemesterREVA University
Go beyond your degree programme
Build a strong relationship with professors
Choose skill-based programmes
Participate in extracurricular activities
Develop socialising skills
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
Problem based learning: Principles and Practice for Healthcare practitionersgrace lindsay
This presentation is prepared for qualified nurses to provide an overview of problem based learning with examples of how they may use this approach in their teaching
The Current State of Play of Community Health Workers Training Programs in Su...germainsky
Literature Review, Commissioned of the One Million Community Health Workers Campaign by mPowering Frontline Health Workers, through support from USAID & Intel
Support for NQSWs & cont professional developmentIriss
Presentation from Scottish Social Services Council on support for newly-qualified social workers and pilot schemes for supported and assessed first year in practice, in context of wider continuing professional development and planning. Given at Shaping our Future Conference, 31 May 2019 at the University of Strathclyde.
Redesigning staff development programmes to address future challenges of HESEDA
Session aims and plan
• Three different approaches to redeveloping flagship staff programmes – and the challenges and opportunities these presented (25 mins)
• Opportunity to reflect critically on how staff development programmes provide institutions with an opportunity to support teaching staff to meet current and future likely challenges (20 mins)
Ways to Get Maximum Exposure Before Final SemesterREVA University
Go beyond your degree programme
Build a strong relationship with professors
Choose skill-based programmes
Participate in extracurricular activities
Develop socialising skills
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
Problem based learning: Principles and Practice for Healthcare practitionersgrace lindsay
This presentation is prepared for qualified nurses to provide an overview of problem based learning with examples of how they may use this approach in their teaching
Personal Adds: making improvements to the personal tutoring schemeChris Willmott
Slides from a presentation at Enhancing Student Learning Through Innovative Scholarship Conference (University College London, 28th June 2016). This was the second annual conference for teaching-dominant academics. #ESLTIS16
There are many examples of evidence-informed decision making (EIDM) among public health professionals and organizations in Canada. However, there are limited mechanisms in place to facilitate the sharing of these stories within the public health community. The National Collaborating Centre for Methods and Tools (NCCMT) seeks to address this gap with an interactive, peer-led webinar series featuring a collection of EIDM success stories in public health.
These success stories will illustrate what EIDM in public health practice, programs and policy looks like across the country.
Join us to engage with public health practitioners across Canada as they share their success stories of using or implementing EIDM in the real world. Learn about the strategies and tools used by presenters to improve the use of evidence.
Featuring:
Knowledge broker training for evidence-informed decision making: Building capacity in public health
Lori Greco and Dr. Megan Ward, Region of Peel Public Health
Region of Peel Public Health has identified evidence-informed decision making as a strategic priority, termed End-to-End Public Health Practice. Learn more about how this health unit is building internal capacity for knowledge brokering and evidence-informed decision making.
Making evidence-informed decisions about the Alberta Public Health well-child visit: The art and the science
Farah Bandali and Maureen Devolin, Alberta Health Services
In Alberta, there was decreasing time available for non-immunization well-child clinic visit activities and these activities varied at clinics across the province. Learn more about how these authors used evidence-informed decision making to decide on which routine activities to include in non-immunization well-child clinic activities.
The keynote for Agile Vietnam Conference 2016. In this presentation, I share my thoughts on why organization should put Learning into the core processes, leading it purposefully and systematically. The most important parts of this presentation may be the specific tactics and strategies for implementing learning organization at several levels: individual, team and organization.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. In 45 mins…
• What should be ‘delivered’
• Vehicles to deliver content
• How it feels to be in/ run a scheme
3. In 45 mins…
• What should be ‘delivered’
• Anatomy of a scheme
• Physiology of a scheme
4. College QI curriculum
• Development of new QI module
• 3 levels (optional, not mandatory)
• Nothing new
– Compliments & completes
– Familiar tools just different names
10. Knowledge resources
• Raising the Standard: A
compendium of audit
recipes for continuous
quality improvement in
anaesthesia; Royal College
of Anaesthetists
14. Structures of QI training
Intrinsic motivation
Spirit of continuous improvement
Rewards individual effort
Ideas flow up-
self generated
15. Structures of QI training
Fits with departmental/ hospital strategy
Likely to get greater management
support
May fit with shorter rotation timescale
Ideas flow down-
provided by
scheme
16. Structures of QI training
• Support structures depend on resources
17. Structures of QI training
• Support structures depend on resources
• Action learning sets:
• Meet as a group
• Retell experiences for others
• Learn from each others
experience & reflection
• Facilitated- could be outside
specialty
18. Structures of QI training
• Support structures depend on resources
• Mentoring:
19. Structures of QI training
• Support structures depend on resources
• Mentoring:
• Form semi autonomous groups
with mentor
• Mentor can be matched with
subject area
• Interested, senior mentor can
‘unblock’ sticking points
• Infrequent catch up with lead to
check progress
20. Structures of QI training
• Support structures depend on resources
• Mentoring plus- ‘paired learning’:
• Paired with manager/ non
clinician
• Learning for both parties
• Good to form contacts in
organization
• Complimentary skills to help
project work
21. What do you have to work with?
• Hospital wide improvement programmes
• Pan specialty training- e.g. RCP initiative
• Multidisciplinary working
• Deanery facilitated networks
22. How a QI training scheme functions
• Initial energy- but change is attritional!
• Concentrate efforts on keeping momentum
• Seek help from all over the hospital
• Project completion takes longer than you think-
esp if multiple PDSA cycles
• Rewards are multiple- papers, case reports,
posters
Aim to cover the new syllabus,
How you might set up a scheme to deliver that locally
And how a Qi training scheme functions in practice
The college has a new QI module of training which is optional- annex at the end of the main document.
Many of the skills are transferrable, including teaching, leadership and analytical skills
This is a synopsis of the syllabus- I don’t want to dwell on the details here, except point out 2 things:
Curriculum is divided into 3 levels- progress may not be as per clinical progress- interested junior doctors can attain advanced level whilst still being very ‘junior’ and many highr trainees and consultnats may only be starting out with QI skills- and so be at a basic level
The words participation and ‘takes an active role’ are circled. They occur frequently- showing that the new curriculum emphasizes practical conduct of quality improvement over theoretical knowledge.
Many people worry about the knowledge resources needed to undertake a QI project- luckily as you can imagine, quality improvement enthusiasts have ensured there is a lot of high quality resources out there
College compendium annex A written by Dr Peden is excellent and freely downloadable from the college website
This is a similar document from the Health Foundation- who have a range of excellent resources, all freely downloadable. Their website is a wealth of knowledge about improvement and implementing change, and some of the latest research on quality improvement topics.
Another article from the RCoA bulletin that is a good summary
I particularly like the IHI stuff (Institute of Healthcare Improvement) which is a large charitable American organisation that promotes QI. You can enroll in the open school- which has a series of simple modules you can complete online to gain QI knowledge and certificates on completion. They also have ‘white board’ tutorials on individual topics like understanding run charts. They are short, easy to understand and freely available.
So once you point your trainees in the direction of some basic knowledge, how do you get them to try using them in practice and delivering some improvements for you?
The first thing to consider where their QI project will come from:
Will this be a project they decide?
Or will it be a project decided by the department- this has similar pros/cons to self motivated or allocating audit projects
Once they have a project, and some basic plans they set out on measuring and perhaps improvement ideas, they will need some support to make this happen.
Do not under value the importance of this- ideas are easy, implementation is hard!
Quality improvement is an iterative process, actively measuring and changing depending on your results. It can be hard to come up against barriers- either in the organisation or more commonly individuals who don’t want to ‘play ball’ with proposed changes. Good support will help the trainee to navigate these as best they can, and this is where much of their learning happens.
How you support them depends on the resources available
The trainees can provide peer support in the form of action learning sets.
These run as facilitated small groups, and members take a small amount fo time in the meeting to discuss their progress in their projects, and ask and learn from each other. As QI is not specialty specific, these could be cross specialty. I am in an action learning set with a surgein, GP and psychiatrist fro example! It is usually best if they are facilitated- at least at first. There are plenty of resources on how to run them on the internet, and your LETB may run action leanring set faciitation training
Trainees could be set up with a mentor- a senior person with knowledge of the oragnication/ QI experience who can guide them and unblock some of the blocks the project may encounter
Mentors can catch up with the programme lead as often as you see fit. I run our foundation year doctors programme in the hospital with this model, it depends on having a number of enthusiastic mentor volunteers. Benefits include involving skills outside your own (for example if a project is in ITU and you are mainly theatres) and if the mentors/ mentees are self sufficient, this is a relatively stress way to lead a scheme.
Paired learning is a similar programme where clinicians are paired with managers to run QI projects. This is definitely more difficult to set up (and will need enthusiastic lead on the management side to find suitable candidates) but can be a really powerful way to improve trainee management knowledge, and management’s clinical knowledge! Imperial have run several successful schemes, and have an area on their website explaining the process.
I also have a lot of details about how you might set this up, so you can email me (address at the end) and I will forward them on.
It is also important to think about who else you can work with- at the moment the number of people ‘doing’ QI is small, but growing.
Most hospitals have improvement or productivity schemes, and for example in St Georges everyone can enroll for free ‘Lean’ improvement methodology training.
Other colleges are embarking on similar things, as are other professionals
Deanery facilitated networks are growing too- in London PLAN is mainly audit based, but is looking to expand QI training and networks.
QI networks are very helpful to share ideas and build enthusiasm, so please encourage one if you see it!
In practice, trainees start with a lot of enthusiasm, but might meet barriers that quench that!
A schemes clinical lead is therefore best deployed in maintaining momentum.
Gentle badgering about deadlines and keeping projects moving (I send a lot of emails ‘just checking how your getting on, can I help?), social meet ups for improvement groups can help (action learning over a pizza?)
It is really tough completing a project in 6 months.
There are LOTS of places to present and publish this work: BMJ Quality improvement reports (case report journal), BMJ Quality (main journal), Conferences: International forum for quality & safety (annual, runs either in Paris or London), The Network, AQuA, FMLM, in London-Agents for Change, London deanery conference etc etc.