Teaching and learning styles in quality improvement: Identification and impact on process outcomes

Background A quality improvement collaborative uses multiple approaches, including coaching, to teach the necessary skills to the change leader in an effort to teach them quality improvement skills and to enhance their knowledge acquisition in order to implement effective organizational changes. However, little is known about the individual teaching and learning styles of the coach or change leader and how a particular style or a match between teaching and learning style influence quality improvement outcomes. This study builds on the NIATx200 results. It seeks to answer two research questions: 1) What are the learning and teaching style typology in a quality improvement collaborative? (2) How do levels of convergence and divergence between staff learning style and coach teaching style influence the outcomes in a quality improvement collaborative?