LearningNCT02907541
Protocol for Evaluation of eLearning of Quality Improvement Methods
A study testing QI4U learning, Facilitated learning and QI4U and Facilitated learning in people with Learning and Quality Improvement, run by Chelsea and Westminster NHS Foundation Trust at 1 site in United Kingdom.
Trial summary
This study evaluates the use of eLearning of quality improvement methods. Participants who use eLearning only, facilitated learning only and a combination of eLearning and facilitated learning will complete questionnaires and be interviewed to establish the effect of eLearning of quality improvement methods to improve… Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Learning, Quality Improvement, eLearning
- What is being tested?
- QI4U learning, Facilitated learning and QI4U and Facilitated learning
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 250 participants
- Where
- 1 siteUnited Kingdom
- Study dates
- Jan 2017to Dec 2018
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- clinicians, managers, commissioners, service users and carers, and researchers who have an interest in learning QI methods.
Who cannot join
- No exclusion criteria
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Evaluation of eLearning of Quality Improvement Methods
This study evaluates the use of eLearning of quality improvement methods. Participants who use eLearning only, facilitated learning only and a combination of eLearning and facilitated learning will complete questionnaires and be interviewed to establish the effect of eLearning of quality improvement methods to improve knowledge, change in behaviour and impact on healthcare services for better patient care.
Read the detailed description
Quality improvement (QI) is an increasingly important element of delivering health care. Learning and feeling confident in using QI methods is an essential part of healthcare practice. eLearning is a cost effective way of capacity building to a large cohort of health care professionals and service users. National Institute of Health Research Collaboration for Leadership in Health Research and Care Northwest London has developed a suite of eLearning modules (QI4U) to support an introductory understanding of technical aspects of QI. This protocol describes a trial to evaluate the experience of learning, knowledge gained, change in behaviour, and impact of eLearning of QI methods.
Participants will belong to one of three Groups of learners over the course of 12 months: learners using only QI4U (group 1); people using only facilitated learning (Group 2); and learners using a combination of QI4U and facilitated learning (Group 3). The Kirkpatrick model will be used to evaluate the learning. The primary outcome of interest will be transfer of knowledge gained from learning into clinical practice for service improvement by individuals (level 3). Secondary outcomes will include reaction or experience of QI4U, knowledge gained, and the results or impact of learning through QI4U on service improvement (levels 1, 2 and 4).
Transfer of knowledge into clinical practice will be assessed by interviews with individual learners. Experience of eLearning and knowledge gained will be assessed using feedback forms, questionnaires, time spent doing QI4U and reflective logs. Impact will be assessed by interviews with organisational leads with a high prevalence of QI4U learners.
This study will provide evidence on the effectiveness of using eLearning as a means for learning QI. It will serve to evaluate learners' experience of using eLearning and the impact of various training methods within the context of learning QI.
- Conditions
- Learning, Quality Improvement, eLearning
- Being tested
- QI4U learning, Facilitated learning, QI4U and Facilitated learning
- Keywords
- eLearning, Quality Improvement Methods, Knowledge Transfer, Impact of learning
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
QI4U learningOther
Learners will have access to 8 QI methods modules on QI4U
Facilitated learningOther
Learners will have access to quarterly learning events and bespoke training on QI methods through facilitated peer-to-peer learning workshops
QI4U and Facilitated learningOther
Learners will have access to the 8 QI modules on QI4U and attend quarterly learning events and bespoke training on QI methods through peer-to-peer learning workshops
| Study group | Role | What they receive |
|---|---|---|
| QI4U Group | Experimental | Group 1 - Learners who will learn QI methods using eLearning through QI4U Receives: Other: QI4U learning |
| Facilitated Learning Group | Active comparator | Group 2 - Learners who will learn QI methods by facilitated teaching Receives: Other: Facilitated learning |
| QI4U and Facilitated Learning Group | Active comparator | Group 3 - Learners who will learn QI methods using a combination of QI4U and facilitated teaching Receives: Other: QI4U and Facilitated learning |
What is being measured
The primary outcome is the main question the study is designed to answer.
Transfer of knowledge of QI method into clinical practice
Change in behaviour that is a result of learning of QI methods into service improvement projects
Measured: 6-8 months
Secondary outcomes (3)
Experience of learning measured using eLearning systems success construct questionnaire
The investigators will use the eLearning systems success construct questionnaire. This is a 36 item survey questionnaire that includes system quality, user satisfaction, net benefits and information quality. Survey items will be rated using a seven-point Likert scale indicating the degree to which respondents agree or disagree.
Measured: Immediately after learning.
Knowledge gained measured through the knowledge of QI methods questionnaire
Knowledge of QI methods will be assessed through a question bank of multiple choice questions, the order of the questions are presented in random and learners' knowledge is scored as a percentage of correct answers.
Measured: pre learning, immediately after learning and 6-8 months after learning.
Impact of QI4U learning
Impact of QI4U on QI through interviews with executives from trusts that have large cohorts of learners using QI4U
Measured: 6-8 months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted20 Sep 2016 (estimated)
- Study startJan 2017
- Primary completionNov 2018
- Study completionDec 2018
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (10)Papers the sponsor has linked to this study.
- Other trials for LearningStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Health services research
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 250 participants (actual)
Sponsor and investigators
- Lead sponsor
- Chelsea and Westminster NHS Foundation Trust
- Sponsor type
- University, hospital or other
- Collaborators
- National Institute for Health Research, United Kingdom, OCB Media
- Responsible party
- Principal investigator, Vimal Sriram, Chelsea and Westminster NHS Foundation Trust
- Investigators
- Vimal Sriram, MSc, Principal investigator, NIHR CLAHRC NWL
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT02907541
- Sponsor's protocol ID
- QI4U
- Status last verified
- Jan 2019
- First submitted
- 12 Sep 2016
- Last updated
- 4 Feb 2019
- Results posted
- No
- Data monitoring committee
- No
- Individual data sharing
- Yes
Publications
Glasziou P, Ogrinc G, Goodman S. Can evidence-based medicine and clinical quality improvement learn from each other? BMJ Qual Saf. 2011 Apr;20 Suppl 1(Suppl_1):i13-17. doi: 10.1136/bmjqs.2010.046524.
PubMed 21450763Ogrinc G, Headrick LA, Morrison LJ, Foster T. Teaching and assessing resident competence in practice-based learning and improvement. J Gen Intern Med. 2004 May;19(5 Pt 2):496-500. doi: 10.1111/j.1525-1497.2004.30102.x.
PubMed 15109311Batalden P, Davidoff F. Teaching quality improvement: the devil is in the details. JAMA. 2007 Sep 5;298(9):1059-61. doi: 10.1001/jama.298.9.1059. No abstract available.
PubMed 17785654Wutoh R, Boren SA, Balas EA. eLearning: a review of Internet-based continuing medical education. J Contin Educ Health Prof. 2004 Winter;24(1):20-30. doi: 10.1002/chp.1340240105.
PubMed 15069909George PP, Papachristou N, Belisario JM, Wang W, Wark PA, Cotic Z, Rasmussen K, Sluiter R, Riboli-Sasco E, Tudor Car L, Musulanov EM, Molina JA, Heng BH, Zhang Y, Wheeler EL, Al Shorbaji N, Majeed A, Car J. Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. J Glob Health. 2014 Jun;4(1):010406. doi: 10.7189/jogh.04.010406.
PubMed 24976965Mann KJ, Craig MS, Moses JM. Quality improvement educational practices in pediatric residency programs: survey of pediatric program directors. Acad Pediatr. 2014 Jan-Feb;14(1):23-8. doi: 10.1016/j.acap.2012.11.003.
PubMed 24369866Boonyasai RT, Windish DM, Chakraborti C, Feldman LS, Rubin HR, Bass EB. Effectiveness of teaching quality improvement to clinicians: a systematic review. JAMA. 2007 Sep 5;298(9):1023-37. doi: 10.1001/jama.298.9.1023.
PubMed 17785647Wong BM, Etchells EE, Kuper A, Levinson W, Shojania KG. Teaching quality improvement and patient safety to trainees: a systematic review. Acad Med. 2010 Sep;85(9):1425-39. doi: 10.1097/ACM.0b013e3181e2d0c6.
PubMed 20543652Singh MK, Ogrinc G, Cox KR, Dolansky M, Brandt J, Morrison LJ, Harwood B, Petroski G, West A, Headrick LA. The Quality Improvement Knowledge Application Tool Revised (QIKAT-R). Acad Med. 2014 Oct;89(10):1386-91. doi: 10.1097/ACM.0000000000000456.
PubMed 25119555Wang Y-S, Wang H-Y, Shee DY. Measuring e-learning systems success in an organizational context: Scale development and validation. Comput. Human Behav. 2007;23:1792-808.
Study at a glance
From the registry record, last updated by the sponsor on 4 Feb 2019. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Evaluation of eLearning of Quality Improvement Methods
- ClinicalTrials.gov ID
- NCT02907541
- Acronym / sponsor ID
- QI4U
- Conditions
- Learning, Quality Improvement, eLearning
- Keywords
- eLearning, Quality Improvement Methods, Knowledge Transfer, Impact of learning
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 250 participants (actual)
- Lead sponsor
- Chelsea and Westminster NHS Foundation TrustUniversity, hospital or other
- Collaborators
- National Institute for Health Research, United Kingdom, OCB Media
- Study start
- Jan 2017 (actual)
- Primary completion
- Nov 2018 (actual)
- Study completion
- Dec 2018 (actual)
- First posted
- 20 Sep 2016 (estimated)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study evaluates the use of eLearning of quality improvement methods. Participants who use eLearning only, facilitated learning only and a combination of eLearning and facilitated learning will complete questionnaires and be interviewed to establish the effect of eLearning of quality improvement methods to improve knowledge, change in behaviour and impact on healthcare services for better patient care.
Detailed description
Quality improvement (QI) is an increasingly important element of delivering health care. Learning and feeling confident in using QI methods is an essential part of healthcare practice. eLearning is a cost effective way of capacity building to a large cohort of health care professionals and service users. National Institute of Health Research Collaboration for Leadership in Health Research and Care Northwest London has developed a suite of eLearning modules (QI4U) to support an introductory understanding of technical aspects of QI. This protocol describes a trial to evaluate the experience of learning, knowledge gained, change in behaviour, and impact of eLearning of QI methods.
Participants will belong to one of three Groups of learners over the course of 12 months: learners using only QI4U (group 1); people using only facilitated learning (Group 2); and learners using a combination of QI4U and facilitated learning (Group 3). The Kirkpatrick model will be used to evaluate the learning. The primary outcome of interest will be transfer of knowledge gained from learning into clinical practice for service improvement by individuals (level 3). Secondary outcomes will include reaction or experience of QI4U, knowledge gained, and the results or impact of learning through QI4U on service improvement (levels 1, 2 and 4).
Transfer of knowledge into clinical practice will be assessed by interviews with individual learners. Experience of eLearning and knowledge gained will be assessed using feedback forms, questionnaires, time spent doing QI4U and reflective logs. Impact will be assessed by interviews with organisational leads with a high prevalence of QI4U learners.
This study will provide evidence on the effectiveness of using eLearning as a means for learning QI. It will serve to evaluate learners' experience of using eLearning and the impact of various training methods within the context of learning QI.
Study design
- Primary purpose
- Health services research
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| QI4U Group | Experimental | Other: QI4U learningGroup 1 - Learners who will learn QI methods using eLearning through QI4U |
| Facilitated Learning Group | Active comparator | Other: Facilitated learningGroup 2 - Learners who will learn QI methods by facilitated teaching |
| QI4U and Facilitated Learning Group | Active comparator | Other: QI4U and Facilitated learningGroup 3 - Learners who will learn QI methods using a combination of QI4U and facilitated teaching |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- clinicians, managers, commissioners, service users and carers, and researchers who have an interest in learning QI methods.
Key exclusion criteria (1 listed)
- No exclusion criteria
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| QI4U learningLearners will have access to 8 QI methods modules on QI4U | Other | QI4U Group |
| Facilitated learningLearners will have access to quarterly learning events and bespoke training on QI methods through facilitated peer-to-peer learning workshops | Other | Facilitated Learning Group |
| QI4U and Facilitated learningLearners will have access to the 8 QI modules on QI4U and attend quarterly learning events and bespoke training on QI methods through peer-to-peer learning workshops | Other | QI4U and Facilitated Learning Group |
Primary outcome
Transfer of knowledge of QI method into clinical practice
Time frame: 6-8 months
Change in behaviour that is a result of learning of QI methods into service improvement projects
3 secondary outcomes
Experience of learning measured using eLearning systems success construct questionnaire
Time frame: Immediately after learning.
Knowledge gained measured through the knowledge of QI methods questionnaire
Time frame: pre learning, immediately after learning and 6-8 months after learning.
Impact of QI4U learning
Time frame: 6-8 months
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 4 Feb 2019.
- Background: PubMed 21450763Glasziou P, Ogrinc G, Goodman S. Can evidence-based medicine and clinical quality improvement learn from each other? BMJ Qual Saf. 2011 Apr;20 Suppl 1(Suppl_1):i13-17. doi: 10.1136/bmjqs.2010.046524.
- Background: PubMed 15109311Ogrinc G, Headrick LA, Morrison LJ, Foster T. Teaching and assessing resident competence in practice-based learning and improvement. J Gen Intern Med. 2004 May;19(5 Pt 2):496-500. doi: 10.1111/j.1525-1497.2004.30102.x.
- Background: PubMed 17785654Batalden P, Davidoff F. Teaching quality improvement: the devil is in the details. JAMA. 2007 Sep 5;298(9):1059-61. doi: 10.1001/jama.298.9.1059. No abstract available.
- Background: PubMed 15069909Wutoh R, Boren SA, Balas EA. eLearning: a review of Internet-based continuing medical education. J Contin Educ Health Prof. 2004 Winter;24(1):20-30. doi: 10.1002/chp.1340240105.
- Background: PubMed 24976965George PP, Papachristou N, Belisario JM, Wang W, Wark PA, Cotic Z, Rasmussen K, Sluiter R, Riboli-Sasco E, Tudor Car L, Musulanov EM, Molina JA, Heng BH, Zhang Y, Wheeler EL, Al Shorbaji N, Majeed A, Car J. Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction. J Glob Health. 2014 Jun;4(1):010406. doi: 10.7189/jogh.04.010406.
- Results publication: PubMed 24369866Mann KJ, Craig MS, Moses JM. Quality improvement educational practices in pediatric residency programs: survey of pediatric program directors. Acad Pediatr. 2014 Jan-Feb;14(1):23-8. doi: 10.1016/j.acap.2012.11.003.
- Results publication: PubMed 17785647Boonyasai RT, Windish DM, Chakraborti C, Feldman LS, Rubin HR, Bass EB. Effectiveness of teaching quality improvement to clinicians: a systematic review. JAMA. 2007 Sep 5;298(9):1023-37. doi: 10.1001/jama.298.9.1023.
- Results publication: PubMed 20543652Wong BM, Etchells EE, Kuper A, Levinson W, Shojania KG. Teaching quality improvement and patient safety to trainees: a systematic review. Acad Med. 2010 Sep;85(9):1425-39. doi: 10.1097/ACM.0b013e3181e2d0c6.
- Results publication: PubMed 25119555Singh MK, Ogrinc G, Cox KR, Dolansky M, Brandt J, Morrison LJ, Harwood B, Petroski G, West A, Headrick LA. The Quality Improvement Knowledge Application Tool Revised (QIKAT-R). Acad Med. 2014 Oct;89(10):1386-91. doi: 10.1097/ACM.0000000000000456.
- Results publicationWang Y-S, Wang H-Y, Shee DY. Measuring e-learning systems success in an organizational context: Scale development and validation. Comput. Human Behav. 2007;23:1792-808.
- QI4U websiteLink provided by the sponsor.
- Mapping research capacity activities in the CLAHRC community reportLink provided by the sponsor.
- Habits of an improver reportLink provided by the sponsor.
- Individual participant dataSharing planned: Yes
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Vimal Sriram, MSc principal investigator
NIHR CLAHRC NWL
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing QI4U learning, Facilitated learning and QI4U and Facilitated learning in people with Learning and Quality Improvement, run by Chelsea and Westminster NHS Foundation Trust at 1 site in United Kingdom.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 4 Feb 2019. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United Kingdom. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Transfer of knowledge of QI method into clinical practice (time frame: 6-8 months). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT02907541, which also lists 10 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 4 Feb 2019.