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A Learning Collaborative is way to accelerate improvement in health care settings. It brings together quality improvement teams from practices across Ontario, to learn, share, innovate and improve, in a series of two-day learning sessions over a 12–15 month period. Using a methodology that promotes rapid change, these sessions teach practical approaches on how to improve the management of commonly encountered problems. The methodology is based upon three components:
This equips participants to return to their practices, test out these new approaches and see the benefits in short timeframes, while receiving on-site, telephone and email support. The collaborative approach is effective because it is systematic, easy to implement, includes ongoing support, and engages practices in working together to introduce rapid sequential changes and measure their impact.
The merit of the learning collaboratives has been documented in a comprehensive report published in the 2008 British Medical Journal. Click here to read a summary of article.
The Saskatchewan Health Quality Council has produced an information guide for patients of participating practices.
There are a number of components to a successful Collaborative. These include:
1. A charter that includes the goals of the collaborative and the measures and targets to be used. The charter of the QIIP collaborative provides an example.
2. The creation of interdisciplinary quality improvement teams that represent a practice at the learning sessions. This quality improvement team guides the processes of change within their practices.
3. The breakthrough series model which includes...
a. Pre-learning session preparatory activities where teams will examine current processes in their practices and gather baseline data.
b. Four two-day learning sessions where the team learns new approaches to managing clinical problems, quality improvement methods, and ways to apply these on their return to their practice. As the sessions progress, participants share their experiences and learn from each other as “everybody learns, everybody teaches”.
c. Action periods between learning sessions, during which the team uses PDSA cycles to test and implement their improvements. Results are measured and reported monthly, and the data is used to identify successes and plan further improvements.
4. The (Chronic) Care Model as a framework for identifying areas where changes can be made in a system of care.
5. The Improvement Model and Plan Do Study Act (PDSA) cycles as a way to introduce rapid improvements and apply lessons learned to further improve care.
6. Through face-to-face and virtual communication techniques, the Quality Improvement Coaches support the primary healthcare teams along the quality improvement journey.
7. Using a virtual office, which links Collaborative participants and their coaches, helps teams report data and share resources.
8. Monthly phone calls where all participating teams report and discuss their progress.
9. Finding ways to “spread” change: taking concepts presented in a learning session and disseminating the concept to other members of the practice team and the organization. | 
