TY - JOUR
T1 - Competency-Based Interprofessional Continuing Education Focusing on Systems Thinking and Health Care Delivery for Health Care Professionals
AU - Will, Kristen K.
AU - Essary, Alison
N1 - Publisher Copyright:
Copyright © 2020 The Alliance for Continuing Education in the Health Professions.
PY - 2021
Y1 - 2021
N2 - Introduction: Comprehensive, high-value patient-centered care incorporates many facets of the health care system that are beyond the realm of traditional medical knowledge and/or clinical skills. Methods: We describe a novel, learning program integrating systems-based practice curricula into competency-based interprofessional continuing education curriculum for health care professionals. The program incorporated experiential, team-based learning through the development of quality improvement projects. Presurveys and postsurveys assessed participant knowledge and skills. Mixed-level modeling analysis was used to examine the differences across all participants and each cohort. Results: Across all individuals in all cohorts, postsurvey scores significantly improved (pretest score 2.65) (P # .001). Controlling for cohort year, postsurvey scores increased between cohorts 1 and 2 (B = 0.52; P = .01) and between cohorts 2 and 3 (B = 0.24; P = .15), although increased were nonsignificant. Cohort participants also participated in health systems improvement projects and leveraged improved patient outcomes. Discussion: This project signifies a unique approach to delivering systems-based curricula to interprofessional learners in the health care system. Participants became more engaged in systems change, influenced network-level QI initiatives and improvement projects, and positively influenced patient-centered outcomes. Health systems can model this program by partnering with academic organizations to scale and disseminate best practices.
AB - Introduction: Comprehensive, high-value patient-centered care incorporates many facets of the health care system that are beyond the realm of traditional medical knowledge and/or clinical skills. Methods: We describe a novel, learning program integrating systems-based practice curricula into competency-based interprofessional continuing education curriculum for health care professionals. The program incorporated experiential, team-based learning through the development of quality improvement projects. Presurveys and postsurveys assessed participant knowledge and skills. Mixed-level modeling analysis was used to examine the differences across all participants and each cohort. Results: Across all individuals in all cohorts, postsurvey scores significantly improved (pretest score 2.65) (P # .001). Controlling for cohort year, postsurvey scores increased between cohorts 1 and 2 (B = 0.52; P = .01) and between cohorts 2 and 3 (B = 0.24; P = .15), although increased were nonsignificant. Cohort participants also participated in health systems improvement projects and leveraged improved patient outcomes. Discussion: This project signifies a unique approach to delivering systems-based curricula to interprofessional learners in the health care system. Participants became more engaged in systems change, influenced network-level QI initiatives and improvement projects, and positively influenced patient-centered outcomes. Health systems can model this program by partnering with academic organizations to scale and disseminate best practices.
KW - competency-based education
KW - continuing education
KW - experiential learning
KW - interprofessional
KW - team-based learning
UR - http://www.scopus.com/inward/record.url?scp=85107390808&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85107390808&partnerID=8YFLogxK
U2 - 10.1097/CEH.0000000000000330
DO - 10.1097/CEH.0000000000000330
M3 - Article
C2 - 33394820
AN - SCOPUS:85107390808
SN - 0894-1912
VL - 41
SP - 153
EP - 156
JO - Journal of Continuing Education in the Health Professions
JF - Journal of Continuing Education in the Health Professions
IS - 2
ER -