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Article

Organizational Support in Healthcare Redesign Education: A Mixed-Methods Exploratory Study of Expert Coach and Executive Sponsor Experiences

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Tasmanian School of Medicine, College of Health and Medicine, University of Tasmania, Hobart 7000, Tasmania, Australia
2
Tasmanian School of Medicine, College of Health and Medicine, University of Tasmania, Launceston 7250, Tasmania, Australia
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School of Pharmacy and Pharmacology, College of Health and Medicine, University of Tasmania, Hobart 7000, Tasmania, Australia
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Tasmanian School of Medicine, College of Health and Medicine, University of Tasmania, Burnie 7320, Tasmania, Australia
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Agency for Clinical Innovation, New South Wales Health, St Leonards 2065, New South Wales, Australia
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(15), 5308; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17155308
Received: 8 June 2020 / Revised: 17 July 2020 / Accepted: 20 July 2020 / Published: 23 July 2020
(This article belongs to the Special Issue Medical and Health Professions Education: Are We Stepping Forward?)
Healthcare organizations must continue to improve services to meet the rising demand and patient expectations. For this to occur, the health workforce needs to have knowledge and skills to design, implement, and evaluate service improvement interventions. Studies have shown that effective training in health service improvement and redesign combines didactic education with experiential project-based learning and on-the-ground coaching. Project-based learning requires organizational support and oversight, generally through executive sponsorship. A mixed-methods approach, comprising online surveys and semi-structured interviews, was used to explore the experiences of expert coaches and executive sponsors as key facilitators of workplace-based projects undertaken during an Australian postgraduate healthcare redesign course. Fifteen (54%) expert coaches and 37 (20%) executive sponsors completed the online survey. Ten expert coaches and six executive sponsors participated in interviews. The survey data revealed overall positive experiences for coaches and mixed experiences for sponsors. Interview participants expressed a sense of fulfillment that came from working with project teams to deliver a successful project and educational outcomes. However, concerns were raised about adequate resourcing, organizational recognition, competing priorities, and the skills required to effectively coach and sponsor. Expert coaches and executive sponsors sometimes felt under-valued and may benefit from cohort-tailored and evidence-based professional development. View Full-Text
Keywords: project-based learning; work-integrated learning; healthcare redesign; health service improvement; organizational support; sponsor; expert coach; education; quality improvement project-based learning; work-integrated learning; healthcare redesign; health service improvement; organizational support; sponsor; expert coach; education; quality improvement
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MDPI and ACS Style

Van Dam, P.J.; Griffin, P.; Peterson, G.M.; Reeves, N.S.; Kirkwood, L.; Prior, S.J. Organizational Support in Healthcare Redesign Education: A Mixed-Methods Exploratory Study of Expert Coach and Executive Sponsor Experiences. Int. J. Environ. Res. Public Health 2020, 17, 5308. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17155308

AMA Style

Van Dam PJ, Griffin P, Peterson GM, Reeves NS, Kirkwood L, Prior SJ. Organizational Support in Healthcare Redesign Education: A Mixed-Methods Exploratory Study of Expert Coach and Executive Sponsor Experiences. International Journal of Environmental Research and Public Health. 2020; 17(15):5308. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17155308

Chicago/Turabian Style

Van Dam, Pieter J., Phoebe Griffin, Gregory M. Peterson, Nicole S. Reeves, Lea Kirkwood, and Sarah J. Prior. 2020. "Organizational Support in Healthcare Redesign Education: A Mixed-Methods Exploratory Study of Expert Coach and Executive Sponsor Experiences" International Journal of Environmental Research and Public Health 17, no. 15: 5308. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17155308

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