Linda A. Headrick
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View article: A Complex Adaptive Systems Approach to Health Professions Education Transformation: The Case of the University of Missouri-Columbia School of Medicine and an Integrated Quality Improvement-Interprofessional Collaborative Practice Curriculum
A Complex Adaptive Systems Approach to Health Professions Education Transformation: The Case of the University of Missouri-Columbia School of Medicine and an Integrated Quality Improvement-Interprofessional Collaborative Practice Curriculum Open
OBJECTIVES In 2003, the University of Missouri-Columbia School of Medicine (MU SOM) initiated an integrated quality improvement-interprofessional collaborative practice (QI-ICP) curriculum as part of a larger curriculum renewal process. Wh…
View article: Background and Foreground: Connections and Distinctions When Health Professions Faculty Teach Both Interprofessional Collaborative Practice and Quality Improvement—A Case Study
Background and Foreground: Connections and Distinctions When Health Professions Faculty Teach Both Interprofessional Collaborative Practice and Quality Improvement—A Case Study Open
OBJECTIVES Despite decades of effort, programs continue to struggle to integrate competencies related quality improvement (QI) and interprofessional collaborative practice (ICP) into health professions education. Additionally, while QI and…
View article: Background and Foreground: Connections & Distinctions when Health Professions Faculty Teach Both Interprofessional Collaborative Practice and Quality Improvement – A Case Study
Background and Foreground: Connections & Distinctions when Health Professions Faculty Teach Both Interprofessional Collaborative Practice and Quality Improvement – A Case Study Open
Despite decades of effort, programs continue to struggle to integrate competencies related quality improvement (QI) and interprofessional collaborative practice (ICP) into health professions education. Additionally, while QI and ICP may se…
View article: From Theory to Practice: The Enacted Curriculum of a Successful Master's Program in Quality Improvement and Leadership
From Theory to Practice: The Enacted Curriculum of a Successful Master's Program in Quality Improvement and Leadership Open
Introduction: Blended learning has taken on new prominence in the fields of higher and continuing education, especially as programs have shifted in response to teaching in a global pandemic. The faculty at the Jönköping Academy's Masters i…
View article: Systems and Complexity Thinking to Master Leadership Challenges in Interprofessional Health Professionals Education
Systems and Complexity Thinking to Master Leadership Challenges in Interprofessional Health Professionals Education Open
The purpose of this article is to propose that knowledge, understanding, and application of systems and complexity thinking can improve assessment, implementation, and evaluation of interprofessional education (IPE). Using a case story, th…
View article: Program Directors Patient Safety and Quality Educators Network: A Learning Collaborative to Improve Resident and Fellow Physician Engagement
Program Directors Patient Safety and Quality Educators Network: A Learning Collaborative to Improve Resident and Fellow Physician Engagement Open
Since 2012, the Accreditation Council for Graduate Medical Education's (ACGME's) Clinical Learning Environment Review (CLER) Program has been conducting site visits to hospitals, medical centers, and ambulatory sites that serve as clinical…
View article: Practical Strategies to Enhance Resident Engagement in Clinical Quality Improvement
Practical Strategies to Enhance Resident Engagement in Clinical Quality Improvement Open
Background Engaging residents in meaningful QI is difficult. Challenges include competing demands, didactics which lack connection to meaningful work, suboptimal experiential learning, unclear accountability, absence of timely and relevant…
View article: Exemplary Care and Learning Sites
Exemplary Care and Learning Sites Open
The next test of the model should be prospective, linked to clinical and educational outcomes, to evaluate whether it helps care delivery teams, educators, and patients and families take action to achieve better patient (and population) ou…