Quality Improvement in Healthcare: An Action Learning Approach

Autor/in	Joyce, Pauline
Titel	Quality Improvement in Healthcare: An Action Learning Approach
Quelle	In: Action Learning: Research and Practice, 19 (2022) 3, S.275-282 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joyce, Pauline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2022.2091515
Schlagwörter	Experiential Learning; Health Services; Models; Improvement; Patients; Allied Health Personnel; Communication Skills; Foreign Countries; Medical Education; Ireland + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Health service; Gesundheitsdienst; Gesundheitswesen; Analogiemodell; Qualitätssteigerung; Patient; Kommunikationsstil; Ausland; Medizinische Ausbildung; Irland
Abstract	This account of practice discusses how we use action learning (AL) sets as part of the supervision process for quality improvement (QI) projects in healthcare. Reflecting on the synergies between QI and AL reveals that the questioning approach of both links closely with the Calgary Cambridge Communication model, taught in medicine, to guide medical interviews. While the Calgary Cambridge communication model provides the student with a framework in gathering a patient medical history, action learning helps them focus their attention on the type of questions they ask, active listening, and most importantly, reflecting on questions from their peers on their quality improvement projects. The student groups in this example are Physician Associates, also known as Physician Assistants in some countries, and are a new profession, recently introduced in Ireland. Communication skills might be the most important skill for healthcare workers to acquire, in order to ensure good patient outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01