The Modular Quality Improvement Curriculum for Improving HIV Care provides an overview of the models used by health care providers to improve HIV/AIDS care for their patients. This curriculum was designed to be used in a train-the-trainer structure.

The training curriculum consists of three interactive modules that focus on:

• Model for Improvement (developed by Associates in Process Improvement)
• Chronic Care Model (developed by Improving Chronic Illness Care)
• Strategies to Sustain the Gains and Spread Improvement

The tool contains three interactive modules (in PowerPoint format) and an agenda for the training curriculum (in Word format):

1. Model for Improvement (PowerPoint)
2. Chronic Care Model (PowerPoint)
3. Strategies to Sustain the Gains and Spread Improvement (PowerPoint)
4. Agenda (Word)

**Please note that the downloadable tool file is in ZIP format, and contains three PowerPoint files and one Word file. Windows XP will automatically open the ZIP file; for other operating systems a tool like WinZip (or other free alternatives) should be used.

Scheduling Time Required:

Total time required for the full course (all three modules): 8 hours

Time required for individual interactive modules:

• Model for Improvement: 2.5 hours
• Chronic Care Model: 2.5 hours
• Strategies to Sustain the Gains and Spread Improvement: 2.25 hours

Please note that a 4-hour didactic curriculum covering the same topics is also available. The curriculum is comparable, although the shorter format incorporates less interactivity. To request the didactic training curriculum, please contact the National Quality Center (NQC) at NQCTA@health.state.ny.us or (888) 672-7482.

Presentation and Slides:

The Quality Improvement Curriculum is designed to be delivered by someone with knowledge and application experience of the models and concepts addressed in the interactive modules. However, extensive notes for the presenter are contained within the PowerPoint slides. They include an explanation of the objective of the slide, the content of the slide, and a bridge to the next slide, as well as practical examples straight from real team experiences to enrich the explanation. The interactive exercises are also explained fully in the notes section, which should guide the experienced presenter through the various modules.

Learning Objectives:

In addition to the overall purpose of the Quality Improvement Curriculum, each module has specific objectives that participants should be able to meet at the conclusion of the course:

Model for Improvement Module

• List three improvement questions
• Describe the PDSA cycle
• Identify three tips to help use the Model for Improvement

Chronic Care Model Module

• Define the problem in today's health care systems
• State five useful aims to keep in mind while seeking to improve care
• Describe the development of the Chronic Care Model (CCM)
• List the six components of the CCM
• Apply the CCM to improving care for people living with HIV/AIDS disease

Strategies to Sustain the Gains and Spread Improvement Module

• Understand ways to hold the gains from your initial improvement work
• Identify the key components of a strategy to spread improvement
• Generate ideas to help guide holding the gains and spread of the improvements made by your collaborative team(s)

Room Set-up and Supplies:

The set-up of the training room should be both comfortable and conducive to learning and interaction. In terms of comfort, be sure to address seating, room temperature, and frequent breaks. For interaction, be sure that participants can easily break into small groups that can ideally work face-to-face. The use of round tables versus the traditional classroom (theatre) set-up is ideal.

Participants and presenters will find the following items to be useful during the training curriculum:

• Table-top flip charts (for participants to brainstorm and record their interactions)
• Post-it notes
• Markers
• Pens/pencils
• Paper