Evaluation and quality improvement projects (EQUIP) bootcamp: development, implementation, and evaluation with learners in geriatrics

We describe the development and delivery of a seminar to train emerging geriatric leaders from diverse disciplines in quality improvement science utilizing the Institute for Healthcare Improvement Model for Improvement. We implemented a six-session synchronous virtual quality improvement seminar employing a “flipped classroom” approach consistent with experiential learning, involving pre-work, in-session application through exercises and work-time, and homework, over three cohorts of learners (2022–2024). Content was adapted through formative evaluation in year one, with additional refinements in years two and three. Of those who completed a summative evaluation survey in year three (N = 23, 46% response), 60.8% pursued a quality improvement project described as completed (21.7%) or in progress (39.1%); 21.7% had presentations or publications about their projects. Most participants rated seminar topics and tools as somewhat or very useful (on a 1–3 scale), particularly the aims statement (M = 2.95, SD = 0.22), and project planning tools (M = 2.81, SD = 0.40). Participants agreed or strongly agreed they were using seminar information now (82.6%) and/or in the future (91.3%), and that their project improved patient care (60.8%). A quality improvement seminar for interprofessional emerging geriatric leaders was well received and may contribute to dissemination of scholarly products and improvements in patient care.