Learning Sessions
Over the course of 9 to 12 months Duke EPIC coordinates three on-site Learning Sessions. The Collaborative leadership team, faculty, and program manager create an innovative curriculum for each Learning Session that teaches/reviews the skills and competencies required to implement the chosen evidence-based practice, guides the development action plans for testing new treatment strategies and formalizing practice changes, and encourages collaboration and sharing of insights experience and lessons learned across teams.
Action Periods
Between Learning Sessions Duke EPIC in concert with the Collaborative leadership team and faculty facilitate Action Periods. During Action Periods Collaborative teams establish a community of learners via team meetings, conference calls, consultation with faculty, and use of an online course that acts as the Collaborative’s communal work space.
Collaborative Metrics
Collaborative metrics are determined in the Collaborative Change Framework, but are most important during Learning Sessions and Action Periods. Duke EPIC works in concert with Collaborative leadership and faculty to gather metric data from Collaborative teams that are directly linked to Collaborative goals. Graphic metric reports give Collaborative leadership, faculty, and teams a visual method of gaging each teams’ progress/status toward implementation of the evidence-based practice.
Small Tests of Change (STOCs)
During Action Periods, Collaborative teams create Small Tests of Change (STOCs) to test new ideas and incorporate new techniques that support use of the evidence-based practice. Utilizing the Plan-Do-Study-Act (PDSA) structure, STOCs are a systematic way to identify successes and challenges encountered while implementing the chosen evidence-based practice. The results of the STOCs are shared with Collaborative, facilitating “collective learning” that is increasingly being advocated as an effective form of continuing education.¹
References
¹Institute of Medicine of the National Academies. (2010). Redesigning Continuing Education in the Health Professions. Washington, DD: The National Academies Press.
