Clinician Quality Academy

Clinician Quality Academy

Clinician Quality Academy

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The Clinician Quality Academy is a professional development program delivered over an eight-month period. The aim is to provide participants with the capability to effectively lead quality and safety initiatives in the process of improving health care quality.

Participants attend four in-person residency sessions and work on a quality project within their organization or practice. Along the way they receive support through webinars, an assigned Improvement Advisor and expert Faculty.

Learn more about how clinicians and administrators can apply together and work on a shared quality improvement project. Read our blog post on leadership dyads.

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Quality Academy

Learn more about our 6-month program for participants from all sectors of care.

The program is founded on the learning and experience of international organizations like the NHS Institute for Innovation & Improvement, Intermountain Healthcare’s Advanced Training Program, and our own Quality Academy.

We have partnered with the Joint Clinical Committees (JCCs) — General Practice Services Committee, Shared Care Committee and Specialist Services Committee — as well as the UBC Division of Continuing Professional Development and the College of Family Physicians of Canada, in order to incorporate their perspective on the development and delivery of a program geared specifically to practicing clinicians.

70 Graduates

Increasingly, health care decisions and improvements are being made in a collaborative process between clinicians, administrative leaders and other team members. New for cohort 4, we are opening registration for clinician/administration leadership dyads[1], where participants can register as a pair, working on a shared improvement project to apply key learnings. Clinicians are still welcome to attend as individual participants. For more information on attending with a partner, see our Frequently Asked Questions page.

During their time in the Clinician Quality Academy, participants apply their new skills and knowledge by leading improvement projects within their own organizations. They are paired with an experienced improvement advisor for additional support.

Each project must address one or more dimensions of quality, based on the Health Quality Matrix. These projects are having an impact across British Columbia’s health care system.

Here is a snapshot of the 70 projects by participants in cohorts 1-3, broken down by area of care and dimension of quality.

Cohorts 1-3 by area of care and dimension of quality.

After each residency, participants are asked to rate their confidence in leading quality and safety initiatives in their organizations. This chart shows an aggregate for all alumni:

Chart residencies 1-2

Cohort 1 Evaluation

This report presents the evaluation findings from the Clinician Quality Academy Cohort 1 that ran from April to November 2016. Read the report.

What You Need to Know

The application period for Clinician Quality Academy Cohort 4 is now closed. Subscribe to our newsletter for updates on the next cohort.

  1. Identify an Executive Sponsor and begin initial exploration of your quality project ideas.
  2. Complete the Application Form electronically, save a copy of the form and submit via email as a PDF attachment to Please complete an application form for each participant, whether you are applying as an individual or as part of a leadership dyad.
  3. Have your Executive Sponsor sign the Executive Sponsor Form and send to the BCPSQC via fax at 604.668.8220 or as a scanned PDF document via email to Please complete an executive sponsor form for each participant, whether you are applying as an individual or as part of a leadership dyad. In most cases, dyads will have the same executive sponsor.
  4. Once your Application Form and Executive Sponsor Form have been submitted, you will receive an email confirming receipt.

Applications will not be considered until both the application and executive sponsor forms have been received.

Participants build their knowledge, skills and confidence around the core components of quality improvement, including:

  • Improving quality and safety
  • Process and systems thinking
  • Engaging others
  • Leading change
  • Measurement and using data
  • Innovation, spread and sustainability1
  • Participants will also demonstrate acquired knowledge through the design, implementation and evaluation of an improvement project.

The Clinician Quality Academy regards quality improvement as a specialized, evidence-informed body of knowledge that is vital to improving health care. Aligned with the principles of adult learning, the curriculum is learner-centered, providing participants with the opportunity to navigate the content in a way that is most meaningful for them.

Participants learn from a variety of leading experts and are exposed to a diverse collection of tools, techniques, and frameworks for quality improvement. The program takes an integrative approach, with a focus on sense-making and analyzing the commonalities among models, as opposed to the promotion of any one particular model.

Participants are supported to develop critical thinking skills to apply the most appropriate and effective methods to make improvements in their individual practice contexts. Learning is intended to be an active process, with participants applying their new knowledge to a specific project, with guidance from the program faculty and advisors.

Lastly, the Clinician Quality Academy fosters an environment of peer-learning. The diversity of learners encourages the exchange of ideas across sectors, reinforces learning, and works to establish a network of support that extends beyond the conclusion of the program.

Key areas addressed throughout the curriculum include:

  • Quality and Safety Culture
  • Model for Improvement
  • Lean
  • Positive Deviance
  • Statistical Process Control
  • Measurement Strategies for Quality Improvement
  • Human Factors
  • Resilience and Reliability Science
  • Understanding and Reducing Variation
  • Complexity and Systems Process/Theory
  • Spread and Sustainability
  • Social Movement and Large-Scale Change
  • Culture of Innovation and Thinking Differently
  • Teamwork and Communication
  • Strategies for Engaging Patients and Families
  • Group Facilitation, Conflict Resolution and Leadership Skills
  • Coaching and Mentoring for Improvement Skills
  • Link Between Cost and Quality
  • High Performing Healthcare Systems

Participants completing the Clinician Quality Academy will receive a certificate of participation from the BC Patient Safety & Quality Council. Participants are expected to meet the following requirements to complete the program:

  • attendance and active participation at all residency sessions and webinars;
  • demonstration of progress and application of concepts covered through work on a quality improvement project within their organization;
  • submission of monthly quality project summaries to be shared with their Improvement Advisors and Executive Sponsors (for dyads with a shared project, these can be jointly submitted);
  • completion of assignments and tasks related to the development of their project as assigned by Clinician Quality Academy faculty (all participants);
  • participation in the evaluation of the Clinician Quality Academy program (all participants).

Quality Project

A key component of the Clinician Quality Academy is a quality project led by participants within their organizations or practice that enables them to apply the concepts learned during residency sessions. The quality project will give participants the opportunity to apply the skills and knowledge gained during the program while obtaining support from their Improvement Advisors.

Participants are required to have potential topic areas identified for the application process, and will meet with their Improvement Advisors to finalize their project prior to the first residency. The quality project is a key component of the program and all participants must have a suitable project in order to participate. For dyads, the quality project can be shared. Please  contact us if you’d like to discuss further.

Projects will be required to meet the following criteria:

  • explicitly address one or more dimension of quality, based upon the BC Health Quality Matrix;
  • relates to the strategic or business plan of the organization or practice;
  • is supported by an Executive Sponsor (where appropriate);
  • includes an improvement team;
  • has a measurable aim statement;
  • progress toward the aim can be made within eight months;
  • incorporates the patient perspective; and
  • baseline data is available or can be obtained for the outcome measure
Download the key dates for Cohort 4

Time to Participate

During residency sessions, it is expected that participants will be free from official duties to maximize their learning opportunity. As well, participants will require adequate time and support during the eight-month program to dedicate to their quality project. This time will vary depending on the scope of the project chosen.

In the case of extraordinary circumstances, such as illness or family emergency, faculty will work individually with participants to cover the missed material to complete the program. Faculty will not be available to cover material missed for work-related reasons.

Support for Participants

We are committed to providing participants with a positive learning experience, both during and outside of residency sessions. To ensure participants are successful in both the residency sessions and in leading their quality project, the Clinician Quality Academy will offer a series of supports to all participants.

Each participant will have an experienced Improvement Advisor to support his or her learning and project progress. Participants and their Improvement Advisor will connect regularly during the program through progress reports, written feedback and bi-weekly teleconference calls. Dyads will share the same improvement advisor and meet jointly.

A series of educational webinars will be held between residency sessions to continue the dialogue from residencies and provide additional learning.

A dedicated website for the Clinician Quality Academy will provide an additional forum for resource support. All course materials will be available on the website including additional readings, templates, contact information and a calendar of events.

We expect that one of the most valuable resources is the combined experiences of the Clinician Quality Academy group forming a valuable network of expertise. Participants will be encouraged to connect with each other and core faculty members both during and outside of the residency sessions.


While the BC Patient Safety & Quality Council provides significant funding to support the Clinician Quality Academy as part of its mandate to support education and capacity building for quality across the province, a registration fee of $1,995 plus taxes will be charged for all program participants.

Participants will be responsible for their own travel and accommodation costs for the residency sessions.

Recognizing the potential cost that can be incurred, physician participants are welcome to apply for funding from organizations such as the Joint Clinical Committee to subsidize program costs.

For example, the Shared Care and Specialist Services committees offer Physician Leadership Training scholarships to qualifying physicians to subsidize travel and/or registration fees for participation in leadership training like Clinician Quality Academy, as part of their commitment to support physicians who have an interest in improving quality of care.

For further information on how to apply for this particular funding, please visit the Shared Care Committee or Specialist Services Committee websites.

Cohort 4:
Clinician Quality Academy has been certified by the College of Family Physicians of Canada and the British Columbia Chapter for up to 61 Mainpro+ Credits.


  1. A leadership model consisting of an administrative leader and a clinician leader who are closely partnered in a shared and joint/complementary decision making relationship with common performance targets. Megran D, Keenan C, AHS Dyad Leadership Model: A Primer 2012.
  2. Bevan, H. How can we build skills to transform the healthcare system? Journal of Research in Nursing first published on January 22, 2010 as doi:10.1177/1744987109357812.

Key Contact

Anthony Gagné
Leader, Capability Development