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Leading Healthcare Improvement (Advanced Course)

Course Offerings

Additional offerings of this course will be listed as they become available.

COURSE OVERVIEW

Goal and Target Audience

The overall educational goal of this advanced leadership training course is to develop leaders of interprofessional improvement teams within their clinical settings. The course emphasizes leading healthcare improvements and innovations with an implementation strategy that combines quality improvement or change management techniques. The sessions are designed for those clinicians and health professionals with an intermediate- to advanced-level knowledge of the concepts of quality improvement and patient safety, with some prior training in quality improvement and have an active improvement project for implementation, and who have or will have responsibilities for leading quality improvement initiatives or have other relevant senior administrative roles.

This course is open to BCM faculty and staff at no charge, although space is limited.

Objectives

By the end of the course, learners will acquire the skills and expertise to:

  1. Communicate the urgency of their project to stakeholders
  2. Form and lead effective, interprofessional teams
  3. Create and communicate a vision for their healthcare improvement project
  4. Develop strategies to remove barriers for project implementation and success
  5. Communicate the impact of their projects to leadership

Content

This advanced course will contain the following content:

  • Framing a problem and creating a transformational goal based on a sense of urgency created around a change
  • Becoming an effective leader of an interprofessional team
  • Creating a clear vision and communicating the value of change to the organization
  • Understanding the importance of effectively communicating the vision and identifying internal and external stakeholders essential to a change project
  • Being able to influence change and manage relationships independent of one’s position within the organization
  • Capitalizing on Plan-Do-Study-Act (PDSA) Improvement Cycles to generate short-term wins for one's change project
  • Understanding what it means to build on a change and identify future directions of one's improvement project
  • Working effectively through an organization’s culture to facilitate the adoption of a change or intervention

Delivery

The course will involve the format described below. Attendance at all sessions is required.

  • A series of in-person workshop sessions (6 sessions; 1.5 hours per session).
  • The sessions are scheduled about 3 weeks apart and involve homework assignments, which may include a brief, pre-course reading assignment. 
  • Learners are expected to present their completed homework assignments at each session.
  • Learners are expected to prepare (featuring their improvement project) a LHI Project Template, Work-In-Progress (WIP) Poster, and Poster Abstract. 
  • After completing the course, learners are strongly encouraged to submit an abstract to an academic conference to present their improvement project.

Criteria for Completion

In order to remain enrolled in the course, learners must:
Additionally, after completing the course, learners are strongly encouraged to submit an abstract to an academic conference to present their improvement project, and to notify the I-QIPS of their accepted presentation.

  • Attend and actively participate in all of the scheduled in-person workshop sessions (6 sessions; 1.5 hours per session). The course content and activities for each session build upon those concepts and assignments discussed during previous sessions.
  • Complete all homework assignments for each session, which may include a brief, pre-course reading assignment. Learners are expected to present and discuss their completed homework assignments at each session.
  • Submit their final QI Project Template, WIP Poster, and Poster Abstract (all featuring their improvement project). Learners will develop these items during the course, as part of the coursework, updating and refining each item, based on content and discussions (as well as feedback received) from each session.

Accreditation and Credit Designation

AMA PRA Category 1 Credit™

Baylor College of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

Baylor College of Medicine designates this live activity for a maximum of 9.0 AMA PRA Category 1 Credits™; each session for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.


Maintenance of Certification (MOC) Credit

American Board of Anesthesiology
This activity contributes to the patient safety CME requirement for the CME component of the American Board of Anesthesiology’s (ABA) redesigned Maintenance of Certification in AnesthesiologyTM (MOCA®) program, known as MOCA 2.0®. Please consult the ABA website, http://www.theABA.org, for a list of all MOCA 2.0 requirements.
 
American Board of Internal Medicine
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 9.0 medical knowledge MOC points and patient safety MOC credit in the American Board of Internal Medicine's (ABIM) Maintenance of Certification (MOC) program. Participants will earn MOC points equivalent to the amount of CME credits claimed for the activity. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.
 
American Board of Opthalmology
Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to satisfy the Lifelong Learning, Self-Assessment, Improvement in Medical Practice and/or Patient Safety requirements for the American Board of Ophthalmology’s Maintenance of Certification program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting MOC credit.
 
American Board of Otolaryngology - Head and Neck Surgery
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to meet the expectations of the American Board of Otolaryngology’s Maintenance of Certification (MOC) program. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of recognizing participation.
 
American Board of Pathology
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 9.0 Lifelong Learning (Part II) MOC points in the American Board of Pathology Maintenance of Certification (MOC) program. Participants will earn MOC points equivalent to the amount of CME credits claimed for the activity. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.
 
American Board of Pediatrics
Successful completion of this CME activity, which includes participation in the activity and individual assessment of and feedback to the learner, enables the learner to earn up to 9.0 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.

Evaluation

Evaluation by questionnaire will address program content, presentation, and possible other areas.