“This meaningful work empowers students to take ownership of their learning, build essential life skills, and recognize the direct relevance of their studies.”

Table of Contents

• Teaching Philosophy
• Teaching Practice
• Impact
• Supplemental Material
  

Teaching Philosophy

My teaching philosophy centers on Project-Based Learning (PBL), which I believe is the most effective way to cultivate deep understanding and practical, real-world skills. True learning occurs when students actively engage with authentic, real-world problems, moving beyond abstract theories. I design projects that require students to investigate complex issues, collaborate with peers, and partner with communities to develop tangible solutions. This meaningful work empowers students to take ownership of their learning, build essential life skills, and recognize the direct relevance of their studies.

Project-based learning

Teaching Practice

In the SAPPHIRE elective, my teaching practice is a hands-on, Project-Based Learning (PBL) approach. I facilitate a student-driven experience where the focus is on a real-world Quality Improvement (QI) project tackling a community-level health disparity.  My role is to guide students as they apply principles of population health and systems-based practice to a defined community.

Community-Centric Orientation and Phased Structure
My teaching begins by introducing students to the core problem they’ll be addressing: a real-world health challenge within a defined community. The first weekly meeting serves as a comprehensive orientation to the course and reviews the core concepts of population health and QI. From the outset, students start a PBL case related to their chosen problem, which ensures they have a clear understanding of the community’s needs. The project unfolds in phases, mirroring a real-world QI process. This phased structure is central to my pedagogical approach. It allows students to progressively build their knowledge and skills. For example, the initial weeks focus on understanding the problem and conducting a root cause analysis. This foundational work is critical before moving on to designing interventions and, eventually, implementation and measurement. This systematic progression allows students to apply the principles of QI and systems-based practice in a structured, yet flexible, manner.

Active Learning and Collaboration
A cornerstone of my teaching practice is the emphasis on active learning and collaboration. Given the limited weekly meeting time, I expect students to conduct significant independent and group work outside of our scheduled one-hour sessions. I provide industry-standard resources, such as online modules from the Institute for Healthcare Improvement (IHI) Open School and the American Medical Association’s PDSA Toolkit, to facilitate their research and problem-solving. Students are expected to actively engage with this content and come prepared to discuss it during our weekly meetings. Group collaboration is critical for success, as it replicates real-world team dynamics and fosters a collaborative spirit essential for effective QI work. Students must also dedicate time outside of class to engage with sponsors and community partners, which is a required component of meaningful participation in community health activities. This hands-on, collaborative work encourages students to take ownership of their learning and apply theoretical knowledge to practical scenarios.

Feedback, Reflection, and Adaptation
Ongoing feedback is a core component of the learning process. Throughout the course, students present their learning issues, initial root cause analyses, and intervention ideas during weekly meetings for feedback. This iterative process allows for continuous refinement of their approaches. After the project is completed, students present their QI project to a sponsor team, engaging in a debriefing session where they share their new workflows. This final step serves as a form of “continuous improvement” for the clinical site itself and provides students with a powerful, reflective experience.  My practice is highly adaptable to the students’ progress and the specific nature of their QI projects. I provide individualized support through open communication via email or phone for questions and guidance. The flexibility of the course ensures that the project remains relevant and adaptable to the evolving needs of the sponsors and community partners.

Inclusiveness, Equity, and Adaptation to Learners’ Needs
This practice is highly appropriate for students’ learning levels because it systematically builds upon foundational knowledge. The PBL approach, combined with online resources like the IHI Open School modules, allows students to progress at their own pace and apply concepts directly to their projects. This method also promotes inclusiveness and equity by enabling students to contribute their unique skills and perspectives to a collaborative project. The independent and group work allows for role flexibility, ensuring all voices are heard and valued, while the active engagement with community partners fosters a deeper understanding of diverse populations and health equity. My teaching practice systematically addresses individual needs by offering a framework for success while encouraging independent research and providing open communication channels for personalized guidance and support. This ensures that each student receives tailored assistance, empowering them to overcome challenges and succeed in their project. The course’s hands-on nature and focus on a tangible QI project are particularly beneficial for students who learn best by doing, bridging the gap between theoretical knowledge and practical application.

Impact

Since its inception in 2023, the SAPPHIRE elective has demonstrated a highly positive impact on students, sponsors, and the local community.

Student Outcomes
All 19 students who have participated in the course so far have successfully completed their QI projects and presented their work at multiple local and national conferences. Notably, three of these projects have received special recognition and awards. Another significant outcome is that 14 of the 19 students are currently pursuing the Dean’s Certificate of Distinction in Patient Safety and Quality Improvement. This is a considerable achievement, as this distinction is typically awarded to less than 7% of the graduating class. The completion of a QI project in this course fulfills one of the six required components for this distinction.

Sponsor and Community Impact
The course has also had a direct, positive impact on clinical sponsors and the local community. All five sponsors have reported improved workflow efficiencies and enhanced patient care, which have resulted in a reduction of costs and improved health outcomes for their patient populations.  The local communities have also experienced direct benefits. For instance, one of the QI projects completed in 2024, which focused on improving colorectal cancer screening in the underserved West O’ahu community, led to four patients’ lives being saved due to the early detection of colon cancer. This example highlights the tangible, real-world impact of these student-led projects.

Supplemental Material

• SAPPHIRE Course Syllabus
• Examples of Students’ QI Projects:
  • HHP Poster_CRC screening QI
  • Copy of HHWS Presentation