Quality Management and Strategic Planning in Health Professions Education

This document discusses the strategic plan for introducing sub specialities in the DME department of a medical college. It also explores the development of specific plans for faculty development initiatives and activities. Additionally, it covers the quality assurance measures for faculty development activities and how to assess their impact.

Quality Management and
Strategic Planning in Health
Professions Education
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Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY ..................................................................................................................................3
Outlines a strategic plan for introduction of sub specialities within DME department of your
medical college............................................................................................................................3
Develop Specific plan of sub speciality faculty development initiatives and activities.............7
What quality assurance measures you will take for faculty development activities and How
you will assess the impact of it.................................................................................................11
REFERENCES .............................................................................................................................13
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INTRODUCTION
Strategic planning has been defined as a process of organising and
successfully establishing a direction of organisation towards a certain plan.
Such type of plan provides a platform where an individual can record specific
visions, missions, goals as well as values which will utilise to achieve long
ans short term goals (Høyland, Hollund and Olsen, 2015). All types of
objectives, budgets, costing, methodologies and strategies will be
implemented for effective strategic planning. A medical college has
Department of Medical Education (DME) which needs to have sub specialities
for more development of college and providing higher education to students.
The report will focus on outlining the strategic plan of sub specialities along
with development of activities and initiatives. The report will also cover
quality assurance measures and the impact of such practices on institution.
MAIN BODY
Outlines a strategic plan for introduction of sub specialities within DME
department of your medical college
Strategic planning can be referred to as a art which have the capacity
to formulate and represent the strategies of business and at the same time it
render chance to implement and analyse the objective of institution. The
concept narrows on determining the finance cost, budget, research and
development or management strategies which will be required to achieve
development of sub specialities in medical department (Hew and Lo, 2018).
The medical department of some medical colleges lack presence of variety of
department due to which students do not get chance to learn about such
subject thoroughly. Due to this purpose a strong and comprehensive
strategic plan have to be made for development of sub specialities in
colleges for not only making the student more practically aware about all
related subject but also to upgrade the level of education quality. The
strategic plan for development of sub specialities in DME are discussed
below.
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Mission
The mission of such strategic plan is to increase the effectiveness and
quality of health care and education by fostering professionalism and
excellence in practice of medicine. The main aim is to develop Curriculum
Review, implementation and evaluation division by assessment planning and
research support division. The counselling services will be made based on
student support and local quality enhancement division.
Vision
The vision of medical college with respect to development of strategic
plan is to get recognised widely as a prominent leader in promoting high
education, career fulfilment and advocacy in internal medicine as well as its
defined sub specialities.
Goals
 To promote highest ethical ideas and educational standards;
 To respect equality in all aspects of profession by maintaining inclusion
and diversity;
 To consider variety of sub specialities in DME like curriculum review,
implementation and evaluation division, assessment planning, review
and evaluation division, research support division, local quality
enhancement division, student support and counselling service
division;
 To hire highly professional doctors and lecturer to enhance student
knowledge level and career satisfaction;
 To foremost integral eduction and resources to all medical students
combining with assessment planning and student support counselling
services;
 To conduct every work based on public policy for benefit of institution,
students and medical professional;
 To be recognised as excellent contributor in all domains of sub
specialities;
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 To conduct more research for maximising quality of practice, level of
education and value of all medical aspects to public and students.
Core values
The core actions which will be taken for achieving the mission and
vision are included in core values which must be consistent with aims of
medical college and assist in making solid decision about hoe to behave and
react. Such values are mentioned below.
Excellence – The college strives for excellency by maintaining bug
ethical as well as professional standard while hiring or training the staff.
Professionalism – The management department and professors of
every sub specialities will work work with high commitment, humility and
with full expertise.
Leadership – One of the core value is to inspire leaders to maintain
advocacy, professionalism, advocacy according to the developed policy.
Diversity – The actions which will be taken regarding the development
of sub specialities must be appreciated by each and every individual of
college.
Cooperation – All member of department must cooperate and
communicate on daily basis to promote professional and personal
commitment.
Strategies
Strategies are defined as an actions which are taken by managers to
acquire a certain goal of institution. The strategies are general set of
directions or rules which are set up by organisation for implementing various
elements so as to deliver desired result (Papp, 2018). Such type of strategies
are resulted from extensive detailed and planned strategic planning process.
The strategies which can be adopted or implemented for developing of sub
specialities in DME are given below.
 An action plan will be develop to build sub specialities under
various sections in medical department
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 The college will develop, recruit and build such action plan which
will attract diverse talented professors and students to the
institution
 A supportive culture will be developed to make students as well
as faculty members feel valued
 More investment will be made for professional and educational
development
 More funding will be provided to develop Curriculum Review,
implementation and evaluation division as well as Assessment
Planning with Research support division
Tactics
Strategy 1 - An action plan will be develop to build sub
specialities under various sections in medical department
Tactics 1 – A board meeting can be held to take opinion of all
stakeholders regarding introduction of more faculties.
Tactic 2 – The subjects which promises high career growth and demand
among students will be narrowed down.
Tactic 3 – DME sub-specialities like evaluation division, assessment
planning and research support division will be added.
Strategy 2 - The college will develop, recruit and build such
action plan which will attract diverse talented professors and
students to the institution
Tactic 1 – Create exclusive and consistent staff and faculty recruitment
across the institution.
Tactic 2 – Evaluate existing faculty members by taking help of human
resource department. Once analysis has been done, some teachers who can
be shifted to certain sub specialities will be assigned there for rendering
more advanced and practical based information.
Tactic 3 – More talented and highly skilled professors will be recruited
on the basis of behavioural competencies and desired logical knowledge
about the subject.
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Tactic 4 – Utilise outreaching expertise or practices for recruiting.
Tactic 5 – Such introduction of programmes will be represented to
outer world by the help of newspaper, websites or pamphlets, such activity
will attract large number of student to the medical college.
Strategy 3 - A supportive culture will be developed to make
students as well as faculty members feel valued
Tactic 1 – All missions and visions will be highly valued and the
processes will b more promoted by high engagement and learning
development.
Tactic 2 – Robust on boarding plan will be implemented for supporting
new faculty member.
Tactic 3 – Diversified members of institution will not be discriminated
on basis of their ethical values, racism, language or culture.
Strategy 4 - More investment will be made for professional and
educational development
Tactic 1 – More investment can be made to support and widens
developmental strategies for students by involving large number of sub
specialities in order to make them grab high opportunities in their career.
Tactic 2 – Coaching curriculum can be developed which assist to
enhance leadership qualities in faculty members of institute.
Tactic 3 – More training and conferences could be conducted by
institute for uplifting the professional and educational development of
professors as well as students.
By fulfilment and implementation of all tactics, the defined goals will
be achieved at certain amount of time and as per strategic plans the
department will develop sub specialities associated with medical division.
Strategy 5 - More funding will be provided to develop
curriculum Review, implementation and evaluation division as well
as Assessment Planning with Research support division
Tactic 1 – Curriculum review will be made by defined stakeholders and
board members.
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Tactic 2 – The subjects and issues which are need to be evaluated
would come under evaluation plan.
Tactic 3 – The requirements of students will be assessed and all
specifications will be outlined in assessment planning.
Develop Specific plan of sub speciality faculty development initiatives and
activities
The medical division of the given medical colleges want the presence
of assortment of department for creating more sub specialities in medical
department (Bryson, 2018). Once the plan has been made for such
development, student support and counselling division will be specifically
developed more for understanding the issue of students. The department will
focus on nurturing exclusive science approach which leads in the invention of
new plans for supporting students in respect to make them free form all the
issues they are being subjected from. The student who are facing problem
from ragging or related to some study material have an adverse impact in
their career and growth along with this students do not get chance to learn
about such subject thoroughly. Due to this purpose an encompassing and
broad strategic plan have to be made for evolution of a certain speciality in
college. The research and development of student support and counselling
division is interrelated with the system of education of upcoming generation
of medical student. The medical college have planned to make more
elaborated and functional department of student support and counselling
division which will focus on explaining the full career opportunities so that
students become eager to learn the subject and pursue this domain as their
career. The faculty specialised in such department are limited in number this
it is very important to lay more emphasis on the growth of such division.
For faculty development training activities and programmes initiative
may be conducted for increasing their educational skills in order to deliver
high quality of information. The health professors who are engaged in
delivering education to medical student gets a chance to enhance their skills
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by engaging in some programmes related to rendering more education and
advancement in their field (Kerzner, 2019). The program which can be
conducted by provided medical college for giving such knowledge at their
own campus. The program may focus on five broad areas like curriculum,
leadership, learning, information technology and teaching. These aspects
can be implemented by utilising several formats like problem based learning
procedures, large group presentation, interactive classes, small group
discussions and reflective journals. Such learning format assist in designing
such educational project which help them in becoming more concrete
educational leader. A system approach to assessment is also a type of
training program which centres on faculty's different areas of academic
evaluation. This method aids in developing effective plan which can be
implemented in such medical college. The involvement in expert panel
discussion, collective work groups and large group discussion enhance their
knowledge and they get to know about new studies and inventions in their
domain (Androniceanu, 2017). Some training are specified to only new or
outside faculty members which are going to initiate their career as a
lecturer. With the establishment of sub specialities new faculty members
have been hired, so in this case it is the responsibility of organisation to
conduct a training session which help them to get acquainted with basic
functioning of department and also assist in outlining basic strategies which
they need to fulfil. The training process will help to acquire new skills and
also assist in development of innovation in teaching and learning in existing
as well as new faculty members (Cox, 2015). The costing and budgeting of
establishment of sub specialities and other expenses related to faculty
development are given below.
Budgeted EXPENSES Total
Employee Costs Jan
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Wages $85,000.00
Benefits $22,950.00
Subtotal Err:508
Office Costs Jan
Office lease $9,800.00
Gas
Electric $300.00
Water $40.00
Telephone $250.00
Internet access $180.00
Office supplies $200.00
Security $600.00
Subtotal Err:508
Marketing Costs Jan
Web site hosting $500.00
Web site updates $200.00
Collateral preparation $5,000.00
Collateral printing $200.00
Marketing events $2,000.00
Miscellaneous expenses $200.00
Subtotal Err:508
Training/Travel Jan
Training classes $2,000.00
Training-related travel costs $2,000.00
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Subtotal Err:508
TOTALS Jan
Monthly Planned Expenses Err:509
TOTAL Planned Expenses Err:509
What quality assurance measures you will take for faculty development
activities and How you will assess the impact of it
The quality assurance system have been found to reduce or diminish
the defective policies or practices which are being operated in any
organisation. The assurance policies also help in analysing the servicing
efficiency and the way the procedures are being conducted in institution.
Such type of quality assurance aids in providing reliable and consistent
facilities which not only enhances the reliability of medical department but
also help to satisfy the associated stakeholders (Cook and Artino, 2016).
Once the quality has been assured then it further assist in building a positive
reputation of specified medical college. For quality assurance many policies
and standards have been made by governmental bodies which ensures that
the medical college has been running efficiently and as per the defined rules.
Such standard may focus on hiring good and qualified lecturers, providing all
necessary services to students and teachers, maintained hostel services with
standardised food quality and to evaluate faculty development activities. All
such practices are evaluated thoroughly for making sure that the quality of
department as well as college have been ensured. The evaluation which are
being conducted is formative, summative or diagnostic. The prime strategy
is to undergo a specific and integral screening from the beginning of
approach. The diagnostic evaluation is more centric on design phase from
the initial stage, which may be monitored by situational analysis.
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Formative evaluation continues during during external and internal
implementation. The evaluation approaches which are involved are peer
assessment and impact analysis which aids in measuring effectiveness of
sub specialities in DME. These kind of evaluation have found to determine
weakness of project and at the same time identifies basic opportunities in
establishment of sub specialities. The sub specialities which were made had
its own strengths and weaknesses which needs to be clarified in the
assessment as well as in the evaluation planning. The summative evaluation
comprises of decisive quality judgement which aims in assessment of project
related to various strategies and to monitor faculty development activities
through such evaluation methods.
For faculty development related to student support and counselling
service division, curriculum review, review and evaluation division,
implementation and evaluation division, research support division. local
quality, enhancement division and assessment planning are focussed. The
activities training measures, innovative group discussion, expert panel
discussion and regular conferences have been taken which needs to be
assured qualitatively. Such assurance will assist in understanding the
success of such faculty and introduction of sub specialities. The first step in
quality assurance process is to determine the aim of evaluation, in this the
aim of evaluation is outlined. The evaluation primarily focus on range of
areas like resources, outcomes, processes, participants and activities. The
basic aim is to identify whether the objective are being met at specific time
or not, such practice may involve to analyse whether all faculty members are
participating actively in training programmes or group activities or not. The
knowledge or skills which are learned in these sessions may be assessed by
undergoing questionnaires or by taking the feedbacks of students. Most
effective way to evaluate is to observe their classes, to ask random question
and to check their record (Haines, 2016). The kirk Patrick model helps in
identifying at which stage an individual want to assess the training sessions.
The foul level of evaluation are included in this approach which have their
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own merits and challenges. The reaction process helps to evaluate at what
degree the participants react to training program. During learning and
behaviour assessment they evaluate at what degree the professors have
acquired skills and learned. The result are measured at the end of session
and quality is checked on the basis of feedbacks of faculty members and
experiences that they share during the program. The impact of such
practices could be observed by the performance of students. The level of
result students will be showing may greatly vary depending upon the quality
of learning and teaching they will be receiving from their teachers.
Reflective
After conducting a successful strategic planning I came to know that
my planning skills have enhanced. Such type of planning skill made my
managing activities alleviated. The principal of given college asked me to
formulate a strategic planning for developing sub specialities with
completely new faculty members. I have observed that with the assistance of
available resources the task which was provided by the principal was
successful accomplished. The mission, vision and goals were made by me,
from such activity my analytical and thinking skills were developed. This type
of thought processing made me realise my potential and by utilising this
efficiently I finalised the strategies which was actually going to be applied for
establishment of sub specialities. My planning skills got highly improved
when I got the chance of creating tactic for achieving the outlined strategies.
I have seen that such skills help an individual in strengthening the
competitive moves which are very much helpful for future career. The skills
helped me to point out the weaknesses and opportunities in formation of
department, which not only assisted me in filling the loopholes but at the end
gave me the chance to analyse the market. During analysis I got to know
that how counselling strategies of students are emerging and can be used to
render more opportunities to students and to provide measures to cope up
with their issues.
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After consulting with the principal, the sub speciality was developed
which made my knowledge deepens about recent needs of such
departments. While undergoing such process, the cooperative nature also
increased because of high interaction with faculty members, principal and
new recruiters. While observing the interview session which was taken due
to hiring of new faculty members my medical knowledge got enhanced.
Since the institution has limited number of resources, planning skills as well
as my social skills made the best use of this resources and from such
situation I made practical tactics which could be attained from available
resources. It not only maximised my efficacy but also eliminated all the
chances for wastage of resources or money. After crucially measuring the
cost of implementation and adoption of faculty development, my critical
thinking capacity was increased. My creativeness and innovation ability was
also enhanced when I was asked to develop new faculty and sub specialities.
Assessment skills was attained when I got the chance to assure the quality of
faculty development. Such skill made me calculative, goal oriented and
confident. My leadership qualities was seen to get better due to assigning of
duties and responsibilities to other people for making them do certain task
which was necessary during attainment of a certain strategy. The skills like
team work, public speaking, active listening and creating goals and tactics
was clearly enhanced while undergoing strategic planning. Out of such skills,
active listening was highly used in deriving plans and strategies with the help
of other team members and subordinates. By developing specific plan and
strategies I became highly motivated and confident, such skill will help me in
attaining more goal centric tasks in future.
CONCLUSION
From the above report it can be concluded that, Quality assurance
strategic planning is particularly aimed for building procedures and tools for
monitoring and analysing the project in terms of its benefits and processes.
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The missions, goals, strategies and tactics were made to develop strategic
planning.
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REFERENCES
Books and Journals
Androniceanu, A. (2017). The three-dimensional approach of Total Quality
Management, an essential strategic option for business
excellence. Amfiteatru Economic, 19(44), 61-78.
Bryson, J. M. (2018). Strategic planning for public and nonprofit
organizations: A guide to strengthening and sustaining organizational
achievement. John Wiley & Sons.
Cook, D. A., & Artino Jr, A. R. (2016). Motivation to learn: an overview of
contemporary theories. Medical education, 50(10), 997-1014.
Cox, M. (2015). Committee on Measuring the Impact of Interprofessional
Education on Collaborative Practice and Patient Outcomes. THE
NATIONAL ACADEMIES PRESS.
Haines, S. (2016). The systems thinking approach to strategic planning and
management. CRC Press.
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in
health professions education: a meta-analysis. BMC medical
education, 18(1), 38.
Høyland, S., Hollund, J. G., & Olsen, O. E. (2015). Gaining access to a
research site and participants in medical and nursing research: A
synthesis of accounts. Medical Education, 49(2), 224-232.
Kerzner, H. (2019). Using the project management maturity model: strategic
planning for project management. John Wiley & Sons.
Papp, J. (2018). Quality Management in the Imaging Sciences E-Book.
Elsevier Health Sciences.
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