Course Syllabus

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Quality Improvement in Practice (QuIP) Elective

Introductory Information:

Course Name: Quality Improvement in Practice (QuIP)
Course Director: Deanna Willis, MD, MBA
Contact email: drwillis@iupui.edu
Contact phone: 317-430-6407 (text message preferred)
Office Hours: By appointment. Contact Jane Goergen at: goergen@iupui.edu

Course Description:

This Lean Quality Improvement Elective is designed to give you an experience in quality improvement activities that will facilitate incorporation of Lean quality improvement into your academic repertoire. Lean quality improvement principles include the following:

  1. Continuous Improvement
  2. Respective for people

 Course Objectives:     

  • Understand the concepts of Lean Quality Improvement
  • Understand Lean quality improvement principles
  • Be able to apply basic Lean quality improvement tools.
  • Understand the importance of continuous improvement and respect for people in improving process outcomes     

Course of Study:

  • This elective is designed to be a flexible approach to meet the needs of each learner. The options include a fully online course of study all the way to a fully immersed “hands on” Lean process improvement course of study working side by side with a professional/experienced Lean practitioner—and everything in between. The goal is for the learner to have the experience that best suits his/her learning style and learning goals.

Learner Expectations:

  • The modules are available on the Canvas course site and are described below:
  • There are five mandatory electronic learning modules during the course with a brief reflection paper after each module and one summative assignment at the end of the course.

Course Requirements:

Module 1: Lean Quality Improvement Tool: 6S

This module teaches the Learner about the Lean quality improvement tool referred to as 6S.   The module includes a pre and post learning assessment, a powerpoint presentation, and a video showing a practical hospital based application of 6S. At the end of this module, the learner should be able to:

  • Explain how 5 or 6S eliminates waste and improves employee productivity by organizing the workplace
  • Recognize that eliminating waste and creating value are key Lean Thinking concepts
  • Upon completion of the module, the learner is to complete a reflection paper as follows:

Assignment Instructions

  • Please complete a reflection (minimum of 1/2 page) about what you have learned about 5/6S during the month.  
  • Please answer the following questions in the reflection:
  • How did you see 5/6S used (or parts of it being used) during the month?   Describe what it looked like and how it integrated with the workflow and/or standard work. (If you dont think you saw it, please contact the instructor for a discussion)
  • How did the 5/6S tool accomplish its intended use of  improving or sustaining flow and quality in the location where you saw it used?
  • In the next year, how can you see yourself using 5/6S in your personal or professional life to create flow or improve quality?  (Describe box 1, box 2 attributes and box 3 attributes)

Reflection will be graded using the following rubric:

  1. Reflection did not recognize the tool when it was used (was able to identify an example of the tool being used) and not demonstrate basic understanding of the tool (describe how it looked or was used).
  2. Reflection recognized the tool when it was used but did not demonstrate basic understanding of the tool.
  3. Reflection recognized the tool when it was used and demonstrated basic understanding of the tool.
  4. Reflection recognized the tool when it was used, demonstrated basic understanding of the tool, and was able to describe how the tool accomplished its intended use (how the tool supports Lean thinking/Lean processes).
  5. Reflection recognized the tool when it was used, demonstrated basic understanding of the tool, described how the tool accomplished its intended use, and was able to give an example of how it could be applied in the student's personal or professional life.

Module 2: Standardizing Work

This module teaches the Learner about the Lean quality improvement tool referred to as Standard Work.   The module includes a pre and post learning assessment, a powerpoint presentation, and a video showing a practical hospital based application of Standardizing Work. At the end of this module, the learner should be able to:

  • Explain that standardizing work, when possible and practical, improves patient care and provider satisfaction.
  • Recognize that standardizing work is an key part of a holistic lean healthcare system.
  • Upon completion of the module, the learner is to complete a reflection paper as follows:

Assignment Instructions

  • Please complete a reflection (minimum of 1/2 page) about what you have learned about Standard Work during the month.  
  • Please answer the following questions in the reflection:
  • How did you see Standard Work used (or parts of it being used) during the month?   Describe what it looked like and how it integrated with the workflow. (If you dont think you saw it, please contact the instructor for a discussion)
  • How did the Standard Work accomplish its intended use of reducing variation and allowing continuous improvement in the location where you saw it used?
  • In the next year, how can you see yourself using Standard work in your personal or professional life to create flow or improve quality?  (Describe box 1, box 2 attributes and box 3 attributes)

Reflection will be graded using the following rubric:

  1. Reflection did not recognize the tool when it was used (was able to identify an example of the tool being used) and not demonstrate basic understanding of the tool (describe how it looked or was used).
  2. Reflection recognized the tool when it was used but did not demonstrate basic understanding of the tool.
  3. Reflection recognized the tool when it was used and demonstrated basic understanding of the tool.
  4. Reflection recognized the tool when it was used, demonstrated basic understanding of the tool, and was able to describe how the tool accomplished its intended use (how the tool supports Lean thinking/Lean processes).
  5. Reflection recognized the tool when it was used, demonstrated basic understanding of the tool, described how the tool accomplished its intended use, and was able to give an example of how it could be applied in the student's personal or professional life.

Module 3: A3 Thinking

This module teaches the Learner about the Lean concept of A3 Thinking.   The module includes a pre and post learning assessment, a powerpoint presentation, and a video showing a practical hospital based application of A3 Thinking. At the end of this module, the learner should be able to:

  • Explain that A3 thinking and charts are a standard tool for implementing structured problem solving.
  • Recognize that A3 thinking enables Plan-Do-Study-Act improvement cycles.
  • Upon completion of the module, the learner is to complete a reflection paper as follows:

Assignment Instructions

  • Please complete a reflection (minimum of 1/2 page) about what you have learned about A3 Thinking during the month.  
  • Please answer the following questions in the reflection:
  • How did you see A3 Thinking used (or parts of it being used) during the month?   Describe what it looked like and how it integrated with the workflow. (If you dont think you saw it, please contact the instructor for a discussion)
  • How did the A3 Thinking tool accomplish its intended use of promoting systematic problem solving in the location where you saw it used?
  • In the next year, how can you see yourself using A3 Thinking in your personal or professional life to create flow or improve quality?  (Describe box 1, box 2 attributes and box 3 attributes)

 Reflection will be graded using the following rubric:

  1. Reflection did not recognize the tool when it was used (was able to identify an example of the tool being used) and not demonstrate basic understanding of the tool (describe how it looked or was used).
  2. Reflection recognized the tool when it was used but did not demonstrate basic understanding of the tool.
  3. Reflection recognized the tool when it was used and demonstrated basic understanding of the tool.
  4. Reflection recognized the tool when it was used, demonstrated basic understanding of the tool, and was able to describe how the tool accomplished its intended use (how the tool supports Lean thinking/Lean processes).
  5. Reflection recognized the tool when it was used, demonstrated basic understanding of the tool, described how the tool accomplished its intended use, and was able to give an example of how it could be applied in the student's personal or professional life.

Module 4: Daily Management System (DMS)

This module teaches the Learner about the Lean management system of Management for Daily Improvement.   The module includes a pre and post learning assessment, a powerpoint presentation, and a video showing a practical hospital based application of Daily Management System (DMS). At the end of this module, the learner should be able to:

  • Explain that a Daily Management System:
    • Improves group coordination
    • Utilizes visual management
    • Effectively utilizes time
  • Recognize that DMS is one element of a management system for lean healthcare.
  • Upon completion of the module, the learner is to complete a reflection paper as follows:

Assignment Instructions

  • Please complete a reflection (minimum of 1/2 page) about what you have learned about Daily Management System (Management for Daily Improvement and Process Control Boards MDI and PCBs) during the month.  
  • Please answer the following questions in the reflection:
  • How did you see DMS used (or parts of it being used) during the month?   Describe what it looked like and how it integrated with the workflow. (If you don’t think you saw it, please contact the instructor for a discussion)
  • How did the DMS tool accomplish its intended use of promoting systematic problem solving in the location where you saw it used?
  • In the next year, how can you see yourself using DMS in your personal or professional life to create flow or improve quality?  (Describe box 1, box 2 attributes and box 3 attributes)

Reflection will be graded using the following rubric:

  1. Reflection did not recognize the tool when it was used (was able to identify an example of the tool being used) and not demonstrate basic understanding of the tool (describe how it looked or was used).
  2. Reflection recognized the tool when it was used but did not demonstrate basic understanding of the tool.
  3. Reflection recognized the tool when it was used and demonstrated basic understanding of the tool.
  4. Reflection recognized the tool when it was used, demonstrated basic understanding of the tool, and was able to describe how the tool accomplished its intended use (how the tool supports Lean thinking/Lean processes).
  5. Reflection recognized the tool when it was used, demonstrated basic understanding of the tool, described how the tool accomplished its intended use, and was able to give an example of how it could be applied in the student's personal or professional life.

Module 5: Rapid Process Improvement Workshop (RPIW)

This module teaches the Learner about the Lean tool called a Rapid Process Improvement Workshop (RPIW) or a Rapid Improvement Event (RIE). The module includes a pre and post learning assessment, a powerpoint presentation, and a video showing a practical hospital based application of an RPIW. At the end of this module, the learner should be able to:

  • Explain how Rapid Process Improvement Workshops (RPIW) enable effective implementation across enterprise units
  • Recognize that RPIW is but one form of Kaizen – or continuous improvement This assignment asks the learner to apply multiple concepts learned during the course into a Personal Development Plan A3 document for themselves. The PDP A3 can be related to any topic of interest to them—from an upcoming career transition, a personal transition (moving to a new house, planning a wedding), to their personal Lean development.    

There is no reflection paper at the end of this module.

Course Summative Assignment: Personal Development Plan (PDP) A3:

Assignment Instructions

  • Develop a Personal Development Plan A3 for yourself.
  • Include boxes 1-9.  You can draw pictures of current state and future state and include words that describe the attributes of current state and future state in Boxes 2/3/8.
  •  A template ("A3 for personal development") is provided for you to use on the Canvas course site

A3 PDP will be graded using the following rubric:

  1. A3 PDP was not completed (Boxes were empty or A3 PDP was not completed)
  2. A3 PDP did  not demonstrate basic understanding of the tool (Didn't appear to understand the use of each box).
  3. A3 PDP demonstrated basic understanding of the tool (Boxes were filled in, but little detail or depth was given to responses (superficial))
  4. A3 PDP demonstrated thoughtful response to each of the boxes (drawings, attributes, fishbone, solution approach, and experiments were thoughtful and represented multiple aspects of student's personal development)
  5. A3 PDP Demonstrated thoughtful response to each of the boxes and demonstrated meaningful insights in Box 9 (how will this tool be helpful to his/her personal development going forward)

Students with Special Needs:

If you have special needs which may affect your performance in this class, University policy requires that you register with and submit documentation to the Office of Adaptive Educational Services, which works with eligible students to request accommodations. Contact AES at 274-3241.

Academic Integrity:

This course follows the University's policy on integrity. A copy of this policy can be found in the University's Student Handbook.

Cheating - "Dishonesty of any kind with respect to examinations, course assignments, alteration of records, or illegal possession of examinations shall be considered cheating.  It is the responsibility of the student not only to abstain from cheating but, in addition, to avoid the appearance of cheating and to guard against making it possible for others to cheat.  Any student who helps another student to cheat is as guilty of cheating as the student he or she assists." – IUPUI Academic Handbook

  • Plagiarism - Plagiarism is the using of other's words or ideas as your own without giving credit to the original user. This is a serious offence that can result in failing grades on assignments, in classes and even in expulsion from the university or legal action. "Honesty requires that any ideas or materials taken from another source for either written or oral use must be fully acknowledged.  Offering the work of someone else as one's own is plagiarism." – IUPUI Academic Handbook.  While this may be new information to you, you are expected to take care not to use ‑ intentionally or unintentionally ‑ work by others. If you have questions about how to handle a particular situation, please get in touch with me.
  • Disciplinary Action - Any student found engaged in cheating, aiding in cheating, plagiarism, or any other unfair practice, will be dealt with immediately and strictly according to University policies.  Only the most severe possible penalties will be applied.

Course Summary:

Course Summary
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