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Education Strategic Plan

In 2011, St. Michael’s Hospital identified patient care, research and education as the three major pillars of the institution. The Education Portfolio has focused on every individual in the institution as both a student and a teacher and has led in innovative teaching programs and development of educational resources. With our peers and academic partners, we have advanced teaching and learning across the health system.



A New Strategy

Vision

Leaders in health professional education.

MISSION

St. Michael's provides a portfolio of health education programs and services to our hospital’s community and beyond with a goal of enabling excellence in patient outcomes.

Principles


By learning you will teach, by teaching you will learn.

We are excited to embark on a new education strategy for the hospital which will leverage our successes while pursuing opportunity, outreach, and outcomes across our education strategic directions: learning collaboratively, engaging the patient, advancing academic practice, developing our people, and driving quality through education.

© 2014 St. Michael's Hospital. All Rights Reserved.

Learning Collaboratively

Everyone will understand their individual and collective impact on the patient's journey; and will learn and teach as a team.

Learning Collaboratively

FACTS

St michaels hospital

Learning collaboratively, sometimes referred to as Interprofessional Education, occurs when two or more health care workers learn about, from and with each other.  Collaborative learning opportunities in turn enable effective team collaboration, which improves health outcomes1

St michaels hospital

In 2010 the World Health Organization released a “Framework for Action” that provided strategies to implement collaborative learning2

St michaels hospital

Learning collaboratively has been shown to increase respect, eliminate stereotypes and facilitates patient-centered practice2

St michaels hospital

Interprofessional simulation is a useful strategy for educators to implement collaborative learning in health profession programs4


1 WHO document - http://www.who.int/hrh/resources/framework_action/en/
2 Reeves S et al. Interprofessional education: effects on professional practice and health care outcomes. Cochrane Database of Systematic Reviews, 2008,
Issue 1.
3 Natalie L. Murdoch et al. Simulation Education Approaches to Enhance Collaborative Healthcare. International Journal of Nursing Education Scholarship 2013; 10(1): 307–321

What opportunities will we pursue?

  • All learners will experience increased accessibility to collaborative learning opportunities.
  • All learners are empowered to be respected members of a collaborative team through education.
  • Learner engagement is a corporate priority.

What outreach needs to occur to get us there?

  • We will collaborate with our academic partners to offer more structured interprofessional educational (IPE) placements
  • We will strengthen our internal partnerships to increase knowledge and awareness of collaborative learning.

How will we measure outcomes?

  • We will measure increases in:
    • collaborative educational offerings
    • student, staff and physician satisfaction rates
    • positive patient experience scores

Engaging The Patient

The importance of active patient and family engagement and lived experience will be reflected in all elements of teaching and learning at the hospital.

Engaging the patient

FACTS

Engaging the patient

60% of Canadians and 88% of Canadian seniors have low health literacy.5

Engaging the patient

40-80% of medical information provided by healthcare practitioners is forgotten immediately. Almost half of the information that is remembered is incorrect.6

Engaging the patient

Patient and Family Engagement improves satisfaction, quality, safety and outcomes of care7



5 Canadian Council on Learning. “Health Literacy in Canada – A Healthy Understanding” 2008.
6 Kessels RP. (2003). Patients' memory for medical information. Journal of Social Medicine; 2003; 96(5); 219-­‐222.
7 A Leadership Resource for Patient and Family Engagement Strategies. Health Research & Educational Trust, Chicago: July 2013. Accessed at www.hpoe.org

What opportunities will we pursue?

  • We will deliver patient education based on individual needs.
  • Patients will consider themselves as (and are considered as) partners in education.
  • Staff, physicians and students are educated about the importance of patient-centered care and patient co-production of care.

What outreach needs to occur to get us there?

  • We will reach out to patients and family members to ensure they consider themselves as partners
  • We will partner with both in-patient and ambulatory clinics to improve and evaluate customized patient education initiatives
  • We will reach out to our TAHSN partners to develop collaborative programs that can be implemented both in the hospital and community

How will we measure outcomes?

  • We will measure increases in:
    • The number of education programs developed in collaboration with patients and families
    • Patient experience survey scores for questions related to patient and family education

ADVANCING ACADEMIC PRACTICE

We will support knowledge creation and mobilization through the establishment of communities of practice, innovative educational design, and ongoing program evaluation.

Advancing Academic Practice

FACTS

Advancing Academic Practice

“Education scholarship has taken on a critical role in advancing health professions education”8

Advancing Academic Practice

There is a relationship between excellence in academic practice and high quality patient care in the health professions9

Advancing Academic Practice

In 2007 the Association of American Medical Colleges released a consensus statement on educational scholarship, recognizing the importance of attending to the educational roles and activities of individuals working in academic health sciences.10


8 Van Melle E, Curran V, Goldszmidt M, Lieff S, Lockyer J, St. Onge C. Toward a Common Understanding: Advancing Education Scholarship for Clinical Faculty in Canadian Medical Schools. A Position Paper. Ottawa:ON: Canadian Association for Medical Education; 2012.
9University of Toronto. “Toronot Academic Health Science Network Task Force on Valuing Academic Perfomance – Phase 2” Toronto: 2010.
10 Association of American Medical Colleges. “Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship” Washington DC: 2007.

What opportunities will we pursue?

  • We will ensure that knowledge creation and mobilization at St. Michael’s has a demonstrated impact on broader system transformation.
  • We will integrate St. Michael's learners in the development of innovative education programs.
  • We will secure and diversify funding to support educational scholarship.

What outreach needs to occur to get us there?

  • We will foster connections between the Centre for Faculty Development and the Wilson Centre for Research in Health Professions Education & Practice to enable collaborative research that will impact the system;
  • We will connect with peer organizations to share knowledge and importance of education for the communities we serve and to support health system improvement through education and evaluation

How will we measure outcomes?

  • We will measure increases in:
    • Scientific impact (publications, presentations, etc.) and alternative metrics
    • Increased revenue generated by educational activities
    • Increase in learning tools available to staff, physicians and students

DEVELOPING OUR PEOPLE

We will support lifelong learning through continuing education and professional development of our staff, physicians, and students.

Developing Our People

FACTS

Developing Our People

“Train people so they can leave, treat them well enough so they don’t want to.” 11

Developing Our People

“Important characteristic of a learning organization…establishing a culture and climate that enhance learning; encouraging participation in the development of policies; and creating opportunities for all members of the organization to develop”12

Developing Our People

“For employees who said they wanted more development opportunities, the new appraisal process will provide just that.  Employees will meet with their managers to discuss their strengths and areas for development.  Together, they will build personal learning and development plans.”13


11 Richard Branson, founder and chairman of Virgin Group
12 Pedler M, Burguyne J, Boydell T, The Learning Company: A Strategy for Sustainable Development. London, England: McGraw-­‐Hill; 1996
13 Mary Madigan-­‐Lee, Vice-­‐President Human Resources, St. Michael’s Hospital, 2014

What opportunities will we pursue?

  • St. Michael’s will support and foster the continuous learning and development of its people.
  • St. Michael’s will have protected time for learning and knowledge exchange.
  • A robust Learning Management System (LMS) will be established to support growth through personalized learning plans.

What outreach needs to occur to get us there?

  • We will collaborate with internal programs and portfolios so that all staff and physicians have the opportunity to benefit from comprehensive individualized education and development plans
  • We will strengthen our partnerships with our academic affiliates and care partners in order to be a leading learning organization
  • We will continue to evolve access to learning for all through the delivery of just in time learning modalities.

How will we measure outcomes?

  • We will measure:
    • Percentage of staff that have a development and learning plan in place
    • The portion of our organizational budget that is dedicated to learning and education
    • Progress of the roll-out of a new learning management system for the hospital

Driving Quality Through Education

Education will enable the success of all programs in advancing the hospital’s quality agenda.

Learning Collaboratively

FACTS

Driving quality through education

Training health professionals in quality improvement has the potential to impact positively on attitudes, knowledge and behaviours. In fact, some suggest that training professionals may be just as effective as financial incentives for improving the quality of healthcare.14

Driving quality through education

All health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches , and informatics.15


14 Click here to view PDF
15National Research Council. Health Professions Education: A Bridge to Quality. Washington, DC: The National Academies Press, 2003.

What opportunities will we pursue?

  • St. Michael’s will develop, implement and perform ongoing evaluation of an educational plan to support the hospital’s Quality Strategic Framework.

What outreach needs to occur to get us there?

  • Collaborate with internal leadership, staff, and clinicians to inform the development, roll out and evaluation of a quality improvement tool kit
  • Partner with and learn from external leaders both locally, internationally, and at a system level to support quality improvement

How will we measure outcomes?

  • Through the successful implementation of the education plan and evaluation of the effectiveness of the programs on improving the quality of care delivered to our patients

Enablers

The education portfolio will leverage cutting edge tools, technology and resources to enable groundbreaking impact across all our strategic directions.

Enablers

FACTS

Enablers

Access to patient education in rural and remote communities is greatly increased with the use of Telemedicine.16

Enablers

“Surgeons who received simulator training showed significantly greater improvement in performance in the operating room than those who did not have the opportunity to practice in a safe environment”17

Enablers

“Hospitals, both in their research role and their role in patient care, need to adapt to the present social demands, and this implies taking advantage of any means of socialising and sharing information … Libraries are crucial in a hospital’s knowledge management.”18


16 Increasing Access to Inflammatory Arthritis Education in Rural and Remote Communities using Telemedicine. Breakfast of the Champions 2013 -­‐ Award-­‐winning poster presentation
17 Grantcharov, T. P., Kristiansen, V. B., Bendix, J., Bardram, L., Rosenberg, J. and Funch-­‐Jensen, P. (2004), Randomized clinical trial of virtual reality simulation for laparoscopic skills training. Br J Surg, 91: 146–150. doi: 10.1002/bjs.4407
18 San José Montano, B., Garcia Carretero, R., Varela Entrecanales, M. and Pozuelo, P. M. (2010), Integrating the hospital library with patient care, teaching and research: model and Web 2.0 tools to create a social and collaborative community of clinical research in a hospital setting. Health Information & Libraries Journal, 27: 217–226. doi: 10.1111/j.1471-­‐1842.2010.00893.x

Technology and Infrastructure

The education portfolio will leverage its existing technology and infrastructure - simulation centre, telemedicine services, eLearning services, and health sciences library – to deliver quality education programs for our staff, physicians and students. At the same time, we will continue to explore exciting teaching and learning opportunities made possible by new advancements technology.

News And Updates

Learning Collaboratively

Scorecard


Learning Collaboratively

Strategic Direction

Opportunities Measure
All learners will experience increased accessibility to collaborative learning opportunities. % increase in collaborative learning opportunities (CLO)
All learners are empowered to be respected members of a collaborative team through education. % increase in positive response to key engagement questions on student engagement survey and staff/physicians engagement survey questions.
Learner engagement in collaborative learning opportunities is a corporate priority. % of corporate educational programs which incorporate collaborative learning opportunities

Engaging the Patient

Strategic Direction

Opportunities Measure
Deliver patient education based on individual needs. % increase in patient satisfaction scores related to patient education.
Patients consider themselves as (and are considered as) partners in education. % of appropriate education programs have involved patients in planning, delivery and/or assessment
Staff, physicians and students are educated about the importance of patient-centered care and patient co-production % of designated learners have been educated about the importance of patient-centered care and patient co-production

Advancing Academic Practice

Strategic Direction

Opportunities Measure
Knowledge creation and mobilization at St. Michael's has a demonstrated impact on broader system transformation. % increase in knowledge mobilization as demonstrated through measures of scientific impact and alternative metrics.
Our learners will be provided opportunities to engage in innovative education at St. Michael's. % achievement of designated targeted program launches/ program evaluations of new innovative educational programs
Funding and revenue to support educational initiatives and scholarship is pursued and diversified. % increase in revenue generated by educational activities, year over year.
Funding and revenue to support educational initiatives and scholarship is pursued and diversified. % increase in revenue generated by educational activities, year over year.
Increase capacity of St. Michael's staff, physicians and students to create, manage and access knowledge % increase number and quality of customized resource guides available to St. Michael's staff, physicians and students.

Developing our People

Strategic Direction

Opportunities Measure
St. Michael's will support and foster the continuous learning and development of its people. % of staff that have a development & learning plan in place
St. Michael's has protected time for learning and knowledge exchange. % of global budget is dedicated to learning and education
A robust Learning Management System (LMS) has been established to support the growth and personalized learning plans. Variable by year.

Driving Quality Through Education

Strategic Direction

Opportunities Measure
St. Michael's has established an education plan to support building capacity for Quality Improvement that is aligned with the Quality Strategic Framework . % of milestones achieved related to the development, implementation and evaluation of the education plan

Contact Us

Address

30 Bond Street, Toronto, Ontario, M5B 1W8, Canada

Phone No.

416-360-4000