Curriculum

Dartmouth Microsystem Improvement Curriculum

Organizations can choose to sponsor an action-learning series to catalyze development of clinical microsystems. The Dartmouth Microsystem Improvement Curriculum (DMIC) helps clinical staff members acquire the fundamental knowledge and skills needed to master and increase their capacity to attain higher levels of performance. The DMIC uses action-learning theory and sound education principles to provide the opportunity to learn, test, and gain a degree of mastery. The action-learning involves all members of the microsystem in the challenging real work of assessing and improving their workplace and the care they provide.

Typically presented in a “studio-course” format, the learning sessions are monthly with representatives from each role of the clinical microsystem present. The DMIC content is spread over 6 months with sessions of “new knowledge,” sharing of action learning between sessions, and learning new tools, methods and strategies. All are designed to engage everyone in the clinical microsystem to become a high performing clinical unit. Monthly conference calls between learning sessions reinforces and encourages the participants to continue their improvement journey.

A final session, to celebrate and review the improvements and the development of the clinical microsystem, is frequently held in a large storyboard session with all leaders of the organization present

Quarterly “review and accountability” sessions are held to keep the microsystem moving forward. These sessions ensure that the momentum of improvement, measurement, and monitoring continues.

The Micro-Meso-Macro Systems (M3) diagram gives a high-level overview of the development of a clinical microsystem at the unit level and the macro-organization level.

M3 Leader Questions

DARTMOUTH MICROSYSTEM IMPROVEMENT CURRICULUM MODULES (DMIC)

ADVANCED CURRICULUM

Value by Design slides (Coming soon!)