The concept of quality culture has gained increased attention in health professions education, drawing on insights that quality management processes and positive work-related attitudes of staff in synergy lead to continuous improvement. However, the directions that guide institutions from quality culture theory to educational practice have been missing so far. A prospective qualitative case study of three health professions education programmes was conducted to explore how a quality culture can be enhanced according to the experiences and perspectives of educational leaders. The data collection was structured by an appreciative inquiry approach, supported with vignette-based interviews. A total of 25 participants (a selection of course coordinators, bachelor coordinators and directors of education) reflected on quality culture themes to learn about the best of what is (Discover), envision positive future developments (Dream), identify actions to reach the desired future (Design), and determine how to support and sustain improvement actions (Destiny) within their own educational setting. The results are presented as themes subsumed under these four phases. The experiences and perspectives of educational leaders reveal that peer learning in teams and communities, attention to professional development, and embedding support- and innovation networks, are at the heart of quality culture enhancement. An emphasis on human resources, (inter)relations and contextual awareness of leaders stood out as quality culture catalysts. Educational leaders are therefore encouraged to especially fuel their networking, communication, coalition building, and reflection competencies.

中文翻译：

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在卫生职业教育中推进质量文化：教育领导者的经验和观点

质量文化的概念在卫生专业教育中越来越受到关注，借鉴了质量管理流程和员工积极的工作态度协同导致持续改进的见解。然而，迄今为止，从素质文化理论到教育实践的引导机构的方向一直缺失。对三个卫生专业教育项目进行了前瞻性定性案例研究，以探索如何根据教育领导者的经验和观点来增强质量文化。数据收集是通过欣赏式调查方法构建的，并辅以基于小插图的访谈。共有 25 名参与者（精选课程协调员、学士协调员和教育主任）反思质量文化主题，以了解什么是最好的（发现），设想积极的未来发展（梦想），确定实现预期未来的行动（设计），并确定如何支持和维持在他们自己的教育环境中改进行动（命运）。结果显示为包含在这四个阶段下的主题。教育领导者的经验和观点表明，团队和社区中的同伴学习、对专业发展的关注以及嵌入支持和创新网络是提高质量文化的核心。对人力资源、（相互）关系和领导者的情境意识的重视作为优质文化催化剂脱颖而出。