Open AccessPreparing Faculty to Incorporate Health Systems Science into the Clinical Learning Environment: Factors Associated with Sustained Outcomes
Author(s) -
Suzanne Lazorick,
Arianne Teherani,
Luan Lawson,
Michael Dekhtyar,
Jason Higginson,
Jenna Garris,
Elizabeth G. Baxley
Publication year - 2021
Publication title -
american journal of medical quality
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.592
H-Index - 53
eISSN - 1555-824X
pISSN - 1062-8606
DOI - 10.1097/jmq.0000000000000028
Subject(s) - medicine , medical education , perception , faculty development , health care , professional development , quality (philosophy) , health science , nursing , family medicine , psychology , philosophy , epistemology , neuroscience , economics , economic growth
This study assesses participants' perceptions of long-term impacts of the Teachers of Quality Academy, a medical school faculty development program designed to prepare faculty to both practice and teach health system science. A previously published 1-year evaluation of the first cohort of 27 participants showed improved perceived skills, with positive career and health system impacts. In this 5-year evaluation, a mixed-methods design included a questionnaire followed by semistructured interviews to assess perceived long-term impacts on participants. Quantitative and qualitative analyses were completed. Questionnaire response rate was 88% (N = 22), and 14 interviews were analyzed. Results demonstrated that participants had incorporated quality improvement concepts into their clinical work and teaching, better understood interprofessionalism, and observed continued improvements in care delivery. They felt the longitudinal training, delivered in a shared setting, created a learning community with lasting positive effects in institutional culture, supported long-term professional development, and had broader institutional impact. Advancements in clinical care, medical education, and professional and academic advancements were noted.