The Power of QI Coaching: What CE/CPD Professionals Need to Know

By Natalie Sanfratello

Introduction

In August 2024, we were selected via a competitive international process to present a point-of-view-style (POV) presentation at the IQuality Improvement (QI) initiatives are essential to advancing healthcare performance, yet many teams struggle to translate QI concepts into measurable and sustainable change (Popivanov et al., 2025). Research has consistently shown that having an experienced QI coach dramatically increases the likelihood that frontline teams adopt evidence-based practices and sustain improvement over time (Popivanov et al., 2025; Leeman et al., 2020). Coaching provides not only technical guidance on methodology, but also essential support for navigating interpersonal dynamics, local context, and the psychology of change (McKeever & Rider, 2014; Leeman et al., 2020).

In conjunction, the Boston University Chobanian & Avedisian School of Medicine Center for Continuing Education (BU CCE) and Boston Medical Center Health System Quality and Patient Safety Department (BMC QPS) offer the QI Hub, a resource providing mentorship and coaching for QI initiatives. The BU CCE team that manages the QI Hub, also coach and facilitate QI projects within the institution and beyond.

We gathered feedback from participants in a QI Hub course, the Improvement Leadership Academy (ILA), which leverages a structured QI coaching model to build internal improvement capacity among clinical and non‑clinical staff. Research has shown that the combination of coaching, in conjunction with QI education, can lead to more successful and sustained initiatives (Popivanov et al., 2025). The ILA is a 6-month experiential course for staff and clinicians within the health system. Potential participants (or participant teams) submit an application with a project idea, and if accepted, complete their project over the course of the 6-months with coaching from a QI Hub Faculty Mentor. Each cohort has about 15-18 projects completed by individuals or small teams. This qualitative evaluation explored how past participants perceived the effectiveness of the ILA’s QI Hub Faculty Mentors. This can translate into what CE/CPD professionals can learn about designing or enhancing QI coaching structures within their own systems.

Key Takeaways for CE/CPD Professionals

• QI coaching accelerates improvement: Participants reported strong satisfaction and reported that coaching helped them refine project scope, analyze data, and sustain momentum.
• Context matters: Coaches with knowledge of internal systems, workflows, and stakeholders help participants navigate barriers more efficiently.
• Expectation‑setting is essential: Programs should formalize early alignment on communication, roles, and goals to maximize engagement.
• Structured support boosts capacity and can come from the CE/CPD department: Embedding coaching into QI programming enhances learners’ confidence and strengthens long‑term institutional QI capability. CE/CPD professionals can act as these coaches or identify them within the system.

How Coaching Supported Improvement Work

Across three years of ILA cohorts, the vast majority of respondents reported being satisfied (84% n=15) with the coaching they received; more than half were extremely satisfied (56% n=10). Participants highlighted three primary contributions of coaching:

1. Actionable guidance on QI deliverables and project design: Participants valued practical feedback on aims, measures, workflows, PDSA cycles, and data visualization. Many described their mentor’s technical expertise as pivotal in helping clarify project scope and strengthen the rigor of their approach.

2. Navigation of institutional processes and resources: Because QI is deeply context‑dependent, mentors’ “insider knowledge” of workflows, data systems, and local stakeholders helped participants identify barriers early and accelerate progress.

3. A psychologically safe space for learning: Several participants shared that they felt comfortable asking foundational or “basic” questions—something they may not have done without a supportive mentor relationship. This sense of safety encouraged reflection, candor, persistence, and project momentum.

Implications for Continuing Education Professionals

For CE/CPD teams looking to strengthen their QI initiatives or incorporate themselves into existing QI infrastructure, coaching can be a helpful way to achieve these goals. Even experienced clinicians and staff benefit from targeted guidance, psychological safety, and help navigating complex systems. However, it is important to remember that coaching and mentoring should be well structured. When CE/CPD groups invest in embedding QI resources within their departments or identifying partners in the wider health system to implement mentorship models, they can amplify the impact of educational offerings and expand improvement capacity across the institution and beyond.

References:

Leeman, J., Petermann, V., Heisler-MacKinnon, J., Bjork, A., Brewer, N.T., Grabert, B.K., & Gilkey, M.B. (2020). Quality improvement coaching for human papillomavirus vaccination coverage: A process evaluation in 3 states, 2018-2019. Preventing Chronic Disease, 17(E120). DOI: https:// doi.org/10.5888/pcd17.190410

McKeever, J. & Rider, N. (2014). Quality improvement coaching to build capacity within health departments: Reflections and recommendations. Journal of Public Health Management and Practice, 20(1), 52-56.  DOI: 10.1097/PHH.0b013e3182aa653a

Popivanov P, McCarthy SE, Finn M. Developing and piloting a peer quality improvement coaching protocol for front-line healthcare staff. BMJ Open Qual. 2025 Feb 8;14(1):e002967. doi: 10.1136/bmjoq-2024-002967. PMID: 39922686; PMCID: PMC11808875.