Table 1.
Descriptive statistics for BASiC-QI scale items
| Mean (SD) | |||||
|---|---|---|---|---|---|
| PRE | POST | (SD) | p-value | 95% CI | |
| Subscale 1: Attitudes and Beliefs | 50.0 (6.59) | 54.8 (6.71) | 4.77 (7.21) | 0.000*** | 2.91, 6.63 |
| 1. I enjoy QI | 4.54 (0.850) | 5.63 (1.03) | 1.092 (1.10) | 0.000* | 0.809, 1.375 |
| 2. I am interested in QI | 5.64 (0.898) | 5.83 (1.03) | 0.190 (1.11) | 0.191 | −0.097, 0.477 |
| 3. I understand the role QI plays in the health system | 5.34 (1.17) | 6.20 (0.605) | 0.862 (1.21) | 0.000* | 0.548, 1.175 |
| 4. QI plays an important role in strengthening systems, such as healthcare | 5.87 (0.911) | 6.30 (0.743) | 0.435 (1.01) | 0.002* | 0.173, 0.697 |
| 5. I value QI training as part of my professional development | 5.71 (0.884) | 6.12 (0.904) | 0.405 (1.04) | 0.004* | 0.135, 0.675 |
| 6. I want to participate in QI initiatives as a health professional | 5.71 (0.884) | 6.00 (0.957) | 0.288 (1.11) | 0.048 | 0.003, 0.574 |
| 7. Applications of QI theory and methodologies can help make change to a system | 5.81 (0.892) | 6.15 (1.04) | 0.337 (1.13) | 0.024 | 0.045, 0.628 |
| 8. Using QI in the real world will make improvements | 5.80 (0.879) | 6.32 (0.676) | 0.520 (0.910) | 0.000* | 0.285, 0.755 |
| 9. I understand the rationale for QI in the real world | 5.61 (1.12) | 6.23 (0.795) | 0.640 (1.18) | 0.000* | 0.336, 0.944 |
| Subscale 2: Knowledge of QI | 25.7 (11.1) | 49.4 (7.41) | 23.7 (10.2) | 0.000*** | 21.1, 26.4 |
| 1. QI theory | 2.64 (1.40) | 5.22 (1.14) | 2.58 (1.51) | 0.000* | 2.99, 12.7 |
| 2. How QI is different than research | 3.26 (1.68) | 5.48 (1.13) | 2.23 (1.63) | 0.000* | 2.65, 10.6 |
| 3. Systems thinking | 2.98 (1.56) | 5.08 (1.21) | 2.10 (1.53) | 0.000* | 2.50, 10.7 |
| 4. 6 dimensions of quality | 2.43 (1.44) | 5.73 (1.18) | 3.30 (1.64) | 0.000* | 3.73, 15.6 |
| 5. Understanding processes within a system | 3.00 (1.62) | 5.30 (1.23) | 2.30 (1.49) | 0.000* | 2.69, 12.0 |
| 6. The Model for Improvement | 2.50 (1.38) | 5.27 (1.18) | 2.77 (1.29) | 0.000* | 3.10, 16.6 |
| 7. PDSA cycles | 2.15 (1.34) | 5.83 (1.04) | 3.68 (1.57) | 0.000* | 4.08, 18.2 |
| 8. How to measure the impact of a change | 3.27 (1.53) | 5.70 (0.850) | 2.43 (1.51) | 0.000* | 2.82, 12.5 |
| 9. How change links to improvement | 3.48 (1.54) | 5.82 (0.701) | 2.33 (1.49) | 0.000* | 2.72, 12.1 |
| Subscale 3: QI Skills | 27.8 (10.3) | 53.3 (14.3) | 25.5 (13.5) | 0.000*** | 22.0, 29.0 |
| 1. Understanding quality gaps | 2.68 (1.12) | 4.42 (1.20) | 1.73 (1.17) | 0.000** | 2.04, 11.5 |
| 2. Identifying quality gaps | 2.81 (1.10) | 4.72 (1.26) | 1.91 (1.38) | 0.000** | 2.27, 10.7 |
| 3. Approach quality improvement projects | 2.12 (1.09) | 4.30 (1.42) | 2.18 (1.38) | 0.000** | 2.53, 12.2 |
| 4. Understand root causes of quality gaps | 2.25 (0.962) | 4.13 (1.36) | 1.89 (1.29) | 0.000** | 2.22, 11.4 |
| 5. Identifying an area for improvement | 3.00 (1.11) | 4.70 (1.21) | 1.70 (1.27) | 0.000** | 2.03, 10.4 |
| 6. Application of evidence and best practices to the real world | 2.81 (1.17) | 4.32 (1.46) | 1.51 (1.57) | 0.000** | 1.91, 7.47 |
| 7. Writing an aim statement | 2.12 (0.975) | 4.57 (1.43) | 2.44 (1.38) | 0.000* | 2.80, 13.7 |
| 8. Using tools to identify areas for improvement | 2.09 (1.03) | 4.45 (1.33) | 2.36 (1.33) | 0.000** | 2.71, 13.8 |
| 9. Using the Model for Improvement | 1.77 (0.939) | 4.25 (1.42) | 2.48 (1.39) | 0.000** | 2.84, 13.9 |
| 10. Using PDSA cycles to plan and test a change | 1.49 (0.866) | 4.67 (1.28) | 3.18 (1.35) | 0.000** | 3.53, 18.2 |
| 11. Designing an intervention or change | 2.44 (1.06) | 4.47 (1.41) | 2.03 (1.46) | 0.000** | 2.41, 10.8 |
| 12. Use a family of measures to evaluate the impact of a change | 2.18 (1.18) | 4.28 (1.39) | 2.11 (1.55) | 0.000** | 2.51, 10.5 |
| TOTAL SCORE | 103.5 (24.4) | 157.5 (25.1) | 54.99 (25.5) | 0.000*** | 47.4, 60.6 |
*statistical significance at p < 0.005 level; **statistical significant at p < 0.004 level; ***statistical significant at p < 0.0125 level; Bonferroni corrections used to correct for multiple comparisons