From Theory to Practice: The Enacted Curriculum of a Successful Master’s Program in Quality Improvement and Leadership

Journal of Continuing Education in the Health Professions (05/22/23) Stevenson, Katherine; Thor, Johan; D'Eon, Marcel; et al.

A recent study analyzed key features of the enacted curriculum of a Masters in Quality Improvement and Leadership program to understand effective teaching methods in a blended learning model from faculty members' perspective. The three-year program is designed along the precepts of action learning to connect theory and practice, interprofessional interaction, blended learning and reflective practice. The researchers applied a modified case study approach using an underlying interactive research model. Eleven faculty agreed to participate; two participants' primary roles were in program leadership, four participated in program and course design and delivery (CDD) and five were involved solely in single CDD. The collected data was classified into six curriculum themes, including concentrating on a common purpose, cultivating technical and relational knowledge and skills, connecting theory to practice in the workplace, tapping collaboration for mutual advantage, focusing on leadership and coaching, and using a blended and interprofessional learning model. "The blended learning aspect of the program has a direct link to the interprofessional nature of the program, with evidence that online learning allows for a leveling of hierarchy between teachers and learners and also among learners," the authors wrote. They suggested that educators and program designers can gain insights from this case study to develop more flexible teaching strategies and to unlock opportunities for effective distance education.

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