Education, Training and

Communication

Education and Training

Nermin Mahmoud Ghith

B.S., PGDip.TQM, C.P.H.Q
Healthcare Quality Consultant
Nermin_ghith@hotmail.com
 Performance Improvement
Education &Training
Top down process
Senior management
Governing body
Physicians
Comprehensive training at all levels
 Curriculum Elements

Explain need for improvement

Common quality language
Goals
Structure
Processes of quality
Responsibilities
How tos--tools and techniques
Change
 Organizationwide
Presentation of PI Concepts

Needs Assessment
Modify, add, Training Plan
eliminate Input and Consensus
Act Plan

Develop courses, etc.

Evaluate process Study Do Leaders participate
& outcome Initiate programs &
deliver
courses
Quality Improvement Content

Leadership
Management
Staff
Educate everyone
 Staff QM/PI Orientation, Training,
And Education
In the age of quality/performance
improvement, education is the name of the
game for the entire organization, and the
quality professional must assume the role of
educator and consultant, more than the role
of doer.
The quality professional must understand
both performance improvement and
educational concepts and their implications
within the organization and be able to teach
them to others.
 Organizationwide
Quality Management Understanding
Staff orientation, training, and education
should include:
The organization's commitment to quality --
all pertinent statements, including quality
management philosophy, continuous quality
improvement concepts, and the mission,
vision, and values;
QM structure, system, processes, and
improvement 'approach.
 Quality management /Performance
Improvement Orientation And Training

Who should receive it?

QM/PI staff, including all reviewers;
Department managers and medical directors;
Ql Team participants;
Organization staff, clinical and non-clinical; -
Administration;
Medical staff/practitioner panel or group;
Governing body.
 Orientation should include, at least,
information about: -
Organizational mission, vision, and values
Governance, policies, and procedures
Department/service policies and procedures
The individual's job description
Performance standards/expectations
The organization's plant, technology, and
safety management programs and the
individual's safety responsibilities
 Orientation should include, at least,
information about: -
The organization's quality
management/ performance
improvement activities and the
individual's role in these activities.
The organization's infection control
program and the individual's role in
preventing infection, if applicable.
QM/PI Training should include, at least,
information about: -

QI/PI philosophy, management, and

methods;
Organizational culture, mission, vision, and
values;
Patient- and other customer-centered
performance improvement;
Important functions; - Teams;
Shared expertise, information, and
ownership;
 QM/PI Training should include, at least,
information about: -
Change process;
Confidentiality and conflict of interest;
The organization's QMIPI approach and
methodologies;
Team process tools;
Statistical process control, data
collection and analysis.
 Adult Learners...

Learn in relationship to perceived need...

Address Whats In It For Me (WIIFM)
Are impatient...
Make the best use of your time and respect theirs
Want organized and relevant information...
Provide a clear structure and sequence.
Use life experiences to learn
Make interactive and draw on their experiences
Want to apply what they learn
Stress application and build in how-to exercises
 Adult Learning Concepts
Adults are motivated to learn when THEY
identify they have a need to learn;
Adults are motivated by societal or professional
pressures which require a particular learning
need;
Adults can be motivated to learn when the
benefits of a learning experience outweigh the
desire to resist;
Adults hate to have their time wasted;
 Adult Learning Concepts
Adults use their knowledge from years of
experience as a filter for new information and do
not change readily;
Adults learn best from their own experiences;
Adults prefer to determine their own learning
experiences;
Some adults like some lectures. All lectures
won't be liked by all adults; Adults like small
group discussion;
 Adult Learning Concepts
Adults want practical answers for today's
problems;
Adults enjoy practical problem solving;
Adults like physical comfort;
Adults like tangible rewards and benefits from
training;
Refreshments and breaks establish a relaxed
atmosphere and convey respect to the learner.
 Dimensions Of Effective Teaching

Instructor "knowledge":
Being accurate, factual, and up-to-date in
QM/UM/RM;
Directing managers, physicians, nurses,
administration to useful research and
references;
Having the ability to objectively identify and
analyze concepts, principles, and problems.
 Dimensions Of Effective Teaching
Interaction skills:
Establishing and maintaining rapport;
Controlling interaction to meet the objectives;
Creating a climate of mutual respect;
Stimulating active participation;
Eliciting lively exchange/discussion;
Reading body language to determine if minds
are being turned off or on.
 Dimensions Of Effective Teaching
Organization and Clarity:
Getting the message across;
Making oneself understood;
Systematically and effectively:
Stating learning objectives
Presenting ideas in a logical progression
Placing emphasis where appropriate
Summarizing succinctly and timely
Using well-chosen examples and illustrations
 Dimensions Of Effective Teaching

Enthusiasm and stimulation:

Awakening interest and stimulating
response;
Using movement, humor, voice
inflection to prevent boredom;
Conveying charisma, self-confidence,
and an enjoyment of teaching
 TEACHING TACTICS
'The art of teaching is to create a
nurturing environment in which the
student can escape only by thinking.'
Involve learners in the lesson:
Identify their needs;
Ask questions;
Role play; discussion; writing.
 Provide reinforcement/feedback to the learners:
Smiling; gestures;
Knowledgeable answers to questions.
Utilize effective questioning techniques;
Exhibit enthusiasm:
Focus on the audience;
Act enthusiastic, even if not feeling like it at
the moment.
Be a Professional Role Model:
Practicing skills, standards, and values to be
developed by others;
Being accessible;
Providing opportunities to discuss practical
applications of knowledge and skills and apply
problem solving approaches;
Being self-confident and self-critical; -
Assuming responsibility;
Recognizing one's own limitations; -
Showing respect for others.
 Utilize Appropriate Teaching
Methods/ Learning Activities
Lecture;
Discussion;
Discovery or inquiry-oriented discussion/case
study;
Socratic (asking questions);
Independent study units/
Small groups
 Utilize Appropriate Teaching
Methods/ Learning Activities
Case study;
Demonstration;
Practice;
Role playing (scenario);
Simulation (script);
Testing.
 Educational Program Development

Perform needs assessment:

"Can't do" versus "won't do" queries;
Current level of knowledge, skills, and
attitudes; Conditions affecting leaning;
How to best measure progress/success;
Availability of resources.
 Educational Program Development

Specify goals and objectives;

Develop measuring tool for behavioral
objectives;
Obtain administrative support for program based
on goals;
Analyze goals and objectives to determine type
and sequencing of skills;
 Educational Program Development
Analyze learner characteristics:
Learners have different expectations;
Different professions have specific past
experiences;
Individuals tend to respond to different
stimuli:
Auditory (remember what they hear);
Visual (remember what they see);
Tactile (remember what they can touch).
 Educational Program Development

Specify appropriate instructional strategies;

Select media to support strategies;
Develop courseware;
Do formative evaluation and make appropriate
revisions;
Implement program.
 Physician Learning
Adult learning model and
Use data, data, data
Use respected peers
Use social influence and norms
Be results oriented
Use clinical examples
Avoid jargon
Evaluating Effectiveness of PI
Training
What went well?
Why?
List things done well
List things that caused problems
Why did problems occur?
What better solutions are available?
 Change

Everything has changed but our ways of

thinking, and if these do not change we
drift toward unparalleled catastrophe.

Albert Einstein
 Paradigm Shifts & Change
Change--movement from current state
Models of Change
Wheatley Model Stages
Awareness, Curiosity, Visualization, Learning, Use
Kubler-Ross Model Stages
Equilibrium, Denial, Anger, Bargaining, Chaos,
Depression, Resignation, Openness, Readiness,
Acceptance
 Change Would be Easy
Except...
Things are the way they are because
they got that way
Unless things change, they are likely to
remain the same
Change would be easy if it werent for
all the people
People dont resist change; they resist
being changed
 Survey Preparation
12-18 months before
Consultant role, not owner
Manage the survey process
Survey preparation timelines
Building and maintaining multi-disciplinary
team
Application/attestation
Response to standards, roadmaps
 Survey Preparation (cont.)
Coach interviewees
Coordinate mock review
Educate all on standards and intent
Ongoing evaluation and coaching
Liaison with accrediting agency