Continuous Learning & Quality Improvement
Our graduates will demonstrate the ability to accurately assess and improve classroom and clinical performance, as well as to acquire, appraise and apply scientific evidence to classroom activities and patient care.
Expand the entries below to learn more about benchmarks in these competencies.
CLQI - 1aAccept, seek and implement feedback.
Accept, seek and implement feedback.
- Does Not Meet: Often resists or fails to acknowledge feedback.
- Phase 1 Benchmark: Acknowledges feedback but is inconsistent in implementing it or shows poor situational awareness in seeking it.
- Phase 2 Benchmark: Seeks feedback at appropriate times and implements it to improve performance.
- Phase 3 Benchmark: Seeks feedback at appropriate times and implements it to improve performance.
- Aspirational Behavior: Coaches others on the importance of seeking appropriate multisource feedback for self-improvement.
CLQI - 1bProvide meaningful feedback to others.
Provide meaningful feedback to others.
- Does Not Meet: Only infrequently able to provide feedback that is specific and constructive.
- Phase 1 Benchmark: Provides feedback that is specific and constructive the majority of the time.
- Phase 2 Benchmark: Provides feedback that is specific and constructive in terms that are actionable by the recipient.
- Phase 3 Benchmark: Provides feedback that is specific and constructive in terms that are actionable by the recipient.
- Aspirational Behavior: Coaches others on how to provide feedback that is specific and constructive in terms that are actionable by the recipient.
CLQI - 2Reflect on performance and develop a plan for self-improvement.
Reflect on performance and develop a plan for self-improvement.
- Does Not Meet: Unable to utilize performance data to develop effective learning plans.
- Phase 1 Benchmark: Utilizes performance data to develop reasonably effective learning plans.
- Phase 2 Benchmark: Prioritizes performance data to develop strategic and reasonably effective learning plans for self improvement.
- Phase 3 Benchmark: Prioritizes performance data to develop strategic and reasonably effective learning plans for self improvement.
- Aspirational Behavior: Effectively utilizes and prioritizes all performance data for continuous self-improvement.
CLQI - 3Construct clinical and research questions and apply information to solve them. Retrieve, analyze and critically appraise literature.
Construct clinical and research questions and apply information to solve them. Retrieve, analyze and critically appraise literature.
- Does Not Meet: Unable to formulate questions and/or uses inappropriate sources of literature.
- Phase 1 Benchmark: Can formulate clinical and research questions with assistance. Identifies and analyzes appropriate literature for a given question.
- Phase 2 Benchmark: Begins to independently formulate appropriate questions. Identifies and critically appraises the literature to answer basic clinical/research questions that benefit patient care.
- Phase 3 Benchmark: Independently formulates appropriate questions. Identifies and critically appraises the literature to answer more complex clinical/research questions that benefit patient care.
- Aspirational Behavior: Consistently develops sophisticated clinical/ research questions and uses the appropriate literature and analysis to solve them in a way that benefits patient care.
CLQI - 4Demonstrate quality improvement knowledge and skill.
Demonstrate quality improvement knowledge and skill.
- Does Not Meet: Lacks knowledge regarding quality improvement in the healthcare setting.
- Phase 1 Benchmark: Demonstrates knowledge of how health systems produce variable quality of care and how quality improvement activities are used to improve care.
- Phase 2 Benchmark: Demonstrates quality improvement knowledge and skill through application of this knowledge to simple clinical settings.
- Phase 3 Benchmark: Demonstrates quality improvement knowledge and skill through application of this knowledge to complex clinical settings.
- Aspirational Behavior: Leads or takes ownership of a quality improvement project.
CLQI - 5Articulate and effectively apply relevant patient safety principles, practices and appropriate patient safety-related behaviors.
Articulate and effectively apply relevant patient safety principles, practices and appropriate patient safety-related behaviors.
- Does Not Meet: Demonstrates lack of awareness of threats to patient safety.
- Phase 1 Benchmark: Identifies safety related strengths and weaknesses in the patient care environment. Identifies safety-related behaviors in select patient care settings (i.e. handwashing, positive ID).
- Phase 2 Benchmark: When prompted, can assess safety related strengths and weaknesses in the patient care environment and respond to safety threats in the clinical setting. Applies safety-related behaviors in all patient care settings.
- Phase 3 Benchmark: Without prompting, can actively assess and effectively respond to safety related strengths and weaknesses in the clinical setting. Applies safety-related behaviors in all patient care settings.
- Aspirational Behavior: Coaches others on active assessment and effective response to safety-related strengths and weaknesses in the clinical setting. Helps others to apply safety-related behaviors in all patient care settings.