The Teachers of Quality Academy: Evaluation of the Effectiveness and Impact of a Health Systems Science Training Program

Author:

Walsh Danielle S.1ORCID,Lazorick Suzanne1,Lawson Luan1,Lake Donna1,Garrison Herbert G.1,Higginson Jason1,Vos Paul1,Baxley Elizabeth1

Affiliation:

1. East Carolina University, Greenville, NC

Abstract

This project aimed to evaluate the effectiveness of a faculty development program in health systems science (HSS)—the Teachers of Quality Academy (TQA). Participants in TQA and a comparison group were evaluated before, during, and 1 year after the program using self-perception questionnaires, tests of HSS knowledge, and tracking of academic productivity and career advancement. Among program completers (n = 27), the mean self-assessed ratings of knowledge and skills of HSS topics immediately after the program, as compared to baseline, increased significantly compared to controls (n = 30). Participants demonstrated progressive improvement of self-perceived skills and attitudes, and retention of HSS knowledge, from baseline to completion of the program. Participants also demonstrated substantially higher HSS scholarly productivity, leadership, and career advancement compared to the comparison group. The TQA effectively created a faculty cadre able to role model, teach, and create a curriculum in HSS competencies for medical students, resident physicians, and other health professionals.

Funder

American Medical Association

Publisher

Ovid Technologies (Wolters Kluwer Health)

Subject

Health Policy

Reference20 articles.

1. Kohn LT, Corrigan JM, Donaldson MD, eds. To Err Is Human: Building a Safer Health System. Washington, DC: National Academies Press; 2000:20-32.

2. Institute of Medicine. Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, DC: National Academies Press; 2000:1-20.

3. Faculty Development for Medical Educators: Current Barriers and Future Directions

4. Greiner AC, Knebel E. Health Professions Education:A Bridge to Quality. Washington, DC: Institute of Medicine; 2003:1-13.

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