The imperative for all healthcare professionals to partake in quality improvement (QI) has resulted in the development of QI education programs with participants from different professional backgrounds. However, there is limited empirical and theoretical examination as to why, when and how interprofessional and multiprofessional education occurs in QI and the outcomes of these approaches. This paper reports on a qualitative collective case study of interprofessional and multiprofessional education in three longitudinal QI education programs. We conducted 58 interviews with learners, QI project coaches, program directors and institutional leads and 135 h of observations of in-class education sessions, and collected relevant documents such as course syllabi and handouts. We used an interpretive thematic analysis using a conventional and directed content analysis approach. In the directed content approach, we used sociology of professions theory with particular attention to professional socialization, hierarchies and boundaries in QI, to understand the ways in which individuals' professional backgrounds informed the planning and experiences of the QI education programs. Findings demonstrated that both interprofessional and multiprofessional education approaches were being used to achieve different education objectives. While each approach demonstrated positive learning and practice outcomes, tensions related to the different ways in which professional groups are engaging in QI, power dynamics between professional groups, and disconnects between curricula and practice existed. Further conceptual clarity is essential for a more informed discussion about interprofessional and multiprofessional education approaches in QI and explicit attention is needed to professional processes and tensions, to optimize the impact of education on practice.

中文翻译：

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质量改进教育的跨专业和多专业方法

所有医疗保健专业人员都必须参与质量改进 (QI)，这导致了 QI 教育计划的发展，参与者来自不同的专业背景。然而，关于跨专业和多专业教育在 QI 中发生的原因、时间和方式以及这些方法的结果的实证和理论研究是有限的。本文报告了三个纵向 QI 教育计划中跨专业和多专业教育的定性集体案例研究。我们对学习者、QI 项目教练、项目主管和机构负责人进行了 58 次访谈和 135 小时的课堂教学观察，并收集了课程大纲和讲义等相关文件。我们使用传统的定向内容分析方法进行解释性主题分析。在定向内容方法中，我们使用职业社会学理论，特别关注 QI 中的职业社会化、等级和界限，以了解个人的专业背景如何影响 QI 教育计划的规划和经验。调查结果表明，跨专业和多专业教育方法都被用于实现不同的教育目标。虽然每种方法都表现出积极的学习和实践成果，但与专业群体参与 QI 的不同方式、专业群体之间的权力动态以及课程与实践之间的脱节存在紧张关系。