Consensus Building Using Quality Improvement Tools During the Instructional Design Process

Julie A. Bridges (Eastern Virginia Medical School, USA), Mily J. Kannarkat (Eastern Virginia Medical School, USA), Brooke Hooper (Eastern Virginia Medical School, USA), Catherine J. F. Derber (Eastern Virginia Medical School, USA), Bruce Britton (Eastern Virginia Medical School, USA), Gloria Too (Eastern Virginia Medical School, USA), Andrew Moore (Eastern Virginia Medical School, USA), Jessica Burgess (Eastern Virginia Medical School, USA), Kyrie Shomaker (Children's Hospital of The King's Daughters, USA) and Samantha Schrier Vergano (Children's Hospital of The King's Daughters, USA)
Copyright: © 2020 |Pages: 165
EISBN13: 9781799869146|DOI: 10.4018/978-1-7998-5092-2.ch007
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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.
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