We describe the development and delivery of a seminar to train emerging geriatric leaders from diverse disciplines in quality improvement science utilizing the Institute for Healthcare Improvement Model for Improvement. We implemented a six-session synchronous virtual quality improvement seminar employing a "flipped classroom" approach consistent with experiential learning, involving pre-work, in-session application through exercises and work-time, and homework, over three cohorts of learners (2022-2024). Content was adapted through formative evaluation in year one, with additional refinements in years two and three. Of those who completed a summative evaluation survey in year three (N = 23, 46% response), 60.8% pursued a quality improvement project described as completed (21.7%) or in progress (39.1%); 21.7% had presentations or publications about their projects. Most participants rated seminar topics and tools as somewhat or very useful (on a 1-3 scale), particularly the aims statement (M = 2.95, SD = 0.22), and project planning tools (M = 2.81, SD = 0.40). Participants agreed or strongly agreed they were using seminar information now (82.6%) and/or in the future (91.3%), and that their project improved patient care (60.8%). A quality improvement seminar for interprofessional emerging geriatric leaders was well received and may contribute to dissemination of scholarly products and improvements in patient care.
Hawley et al. (Mon,) studied this question.