Table 2.

Structure and content of learning collaborative on team-based care

Intervention	Description
Two-day in-person coaching and quality improvement (QI) boot camp	FQHC coach and at least one other team member attended the boot camp, which focused on the art of coaching, and using QI and data analytical skills to systematically undertake improvement initiatives towards the goal of advancing team-based care.
Seven live interactive videoconference learning sessions, 90 min each	Learning sessions included: didactics on the central concepts and practices of TBC; FQHC progress reports; refreshers in QI methods; and discussion. Learning sessions were video recorded and posted to an online learning community.
Self-assessment tools	FQHC teams are assigned the following tools to complete, and to discuss the results with their teams during initial meetings: Primary care team guide assessment29 Coach skills self-assessment30 Team skills self-assessment31
Team assignments	Teams were expected to meet weekly for an hour working their way up the improvement ramp as a guide to changing their practice, and to upload seven completed QI tools onto an online learning community by the end of the collaborative.
Online learning community and curricular syllabus	Content posted included: a syllabus with links to self-assessment tools; QI materials and resources on team-based care; a discussion board; and folders for each team to upload assignments accessible by all teams.
Weekly live videoconference coach-mentor calls, 60 min each	Two experienced CHCI QI coaches (NCA coach-mentors) held weekly videoconference calls with a group of FQHC team coaches to assess team progress, provide feedback and support regarding assignments, QI tools and managing team dynamics. Extensive notes were taken during these weekly calls.

CHCI, Community Health Center, Inc; FQHC, Federally Qualified Health Center; NCA, National Cooperative Agreement; TBC, team-based care.