Empowering millennials in the workplace: A quality improvement (QI) project to develop an efficient educational programme

Purpose

Millennials have been described as impatient, entitled, distracted and addicted to social media. Commentaries have suggested new educational methods to engage and challenge millennials to meet their learning needs. Key generational differences in learning styles have been identified. For example, millennials expect constant accessibility and rapid responses, whilst generation X prefer more structured approaches. Millennials are less able to recognise hierarchical structures and are more motivated if able to see a purpose for the educational component. Historically our educational programme was didactic in nature; therefore the aim of this QI project was to improve work-based empowerment of preceptor physiotherapists’ whilst increasing efficiency of the training programme

Approach

We used nominal group techniques and surveys to determine changes for our first PDSA (plan do study act) cycle. Main themes identified by preceptees were; peer support time, prompt feedback and different teaching modalities. Educators main themes were ‘spoon feeding’ and translation of education into practice. Changes implemented were;

· 1 hour of weekly project time

· peer teaching

· e-learning

· peer led journal club

· practical sessions

· minimal didactic lectures

A small sample size means we have reported non-parametric descriptive statistics (median). Survey results were analysed using thematic analysis.

Outcomes

Results: We observed a:

· 15% improvement when asked how empowered preceptees felt

· 25% increase in engagement with delivery methods

· 5% increase in ability to translate education to practice

· 40% increase in perception of adequate non-clinical time

Educators reported burden of the programme decreased by 35%. Nine educators were spending a total of 27 hours per 6 months rotation; this has reduced by 68.5% to 8.5 hours per 6 months rotation . Qualitative themes: Feedback from the first PDSA cycle suggested :

· Preceptees valued non-clinical protected time

· Preceptees felt more empowered and autonomous

· Educators felt a reduced burden of education, however were concerned regarding supervision of the programme

Conclusion(s): Our implemented educational programme has increased preceptee empowerment and engagement, whilst reducing burden on educators. This is an on-going QI project and we are currently undertaking the second PDSA cycle. The following changes have been made and are currently being assessed:

· Weekly project time has been changed to two hours fortnightly

· The session on non-invasive ventilation has been amended to be more practical

· A weekly “huddle” for presenting radiology imaging

Cost and savings

No costs.

Implications

Implemented changes from this PDSA cycle have:

· reduced burden on educators

· improved empowerment of preceptees

We have created a framework for educational programmes which could be implemented by other teams

Top three learning points

No further data. 

Funding acknowledgements

No funding required.