A Continuous Quality Improvement Model for Developing Innovative Instructional Strategies 1
We used the continuous quality improvement (CQI) process to implement changes in a course in pharmacy research methods. The goals were to: (i) increase integration between topics within the course and between it and other courses; (ii) enable students to become self-learners; and (iii) decrease class time devoted to lecture in anticipation of putting the class notes on the Internet. To increase integration between courses, the CQI process was applied to homework assignments by identifying the disease states covered in the pharmacology and medicinal chemistry case discussions. Relevant studies were identified and used as content for problems. For the research design section, topics were organized within a single conceptual framework. To enable students to become self-learners in pharmaceutical care practice, strong skills in reading a research report are needed. We developed a new session at the beginning of the semester on how to read a research report then provided multiple practice opportunities during classes, on assignments, and on exams. To decrease lecture time, short, in-class, small group activities were developed. Evaluation data were primarily student comments and scores on selected exam items. The CQI process provided an explicit approach to introducing innovative methods into the classroom and changed our focus from covering material to assuring that students have learned basic skills and concepts. Our experience indicates that the CQI process should be applicable to a wide range of course material.