Welcome to the InfoSci Platform
Consensus Building Using Quality Improvement Tools During the Instructional Design Process

Consensus Building Using Quality Improvement Tools During the Instructional Design Process

Julie A. Bridges, Mily J. Kannarkat, Brooke Hooper, Catherine J. F. Derber, Bruce Britton, Gloria Too, Andrew Moore, Jessica Burgess, Kyrie Shomaker, Samantha Schrier Vergano
Copyright: © 2020 |Pages: 24
ISBN13: 9781799850922|ISBN10: 1799850927|EISBN13: 9781799850939
DOI: 10.4018/978-1-7998-5092-2.ch007
Cite Chapter Cite Chapter

MLA

Bridges, Julie A., et al. "Consensus Building Using Quality Improvement Tools During the Instructional Design Process." Cases on Instructional Design and Performance Outcomes in Medical Education, edited by Jill Stefaniak, IGI Global, 2020, pp. 142-165. https://doi.org/10.4018/978-1-7998-5092-2.ch007

APA

Bridges, J. A., Kannarkat, M. J., Hooper, B., Derber, C. J., Britton, B., Too, G., Moore, A., Burgess, J., Shomaker, K., & Vergano, S. S. (2020). Consensus Building Using Quality Improvement Tools During the Instructional Design Process. In J. Stefaniak (Ed.), Cases on Instructional Design and Performance Outcomes in Medical Education (pp. 142-165). IGI Global. https://doi.org/10.4018/978-1-7998-5092-2.ch007

Chicago

Bridges, Julie A., et al. "Consensus Building Using Quality Improvement Tools During the Instructional Design Process." In Cases on Instructional Design and Performance Outcomes in Medical Education, edited by Jill Stefaniak, 142-165. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-5092-2.ch007

Export Reference

Mendeley
Favorite

Abstract

This case outlines the process of using quality improvement tools during the instructional systems design process. The clerkship curriculum of the third year of medical school was undergoing a complete reform in terms of time and content. An instructional designer was utilized to complete a needs analysis and participate in the instructional systems design process. A need for a common understanding of the language of medical education and instructional design drove the team to utilize the Institute for Healthcare Improvement (IHI) Quality Improvement tools. The reform took 11 months, involved six clerkship directors, multiple administrators, and resulted in consensus among the clerkship directors regarding the knowledge, skills, and attitudes appropriate for a third-year medical student curriculum.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.