Impact of Staff Learning and Coach Teaching Styles in Quality Improvement

Coaching is a key component of quality improvement collaboratives. Understanding coach effectiveness and how the “teacher-student” relationship supports knowledge acquisition is a missing element in quality improvement research. In this study, we adapted scales developed and validated in educational settings and used the revised scales to individual learning and teaching styles in a quality improvement collaborative. The mixed methods study has three specific aims:

Specific Aim 1: What is the learning and teaching styles typology in a quality improvement collaborative?

Specific Aim 2: How do coaches and staff with a range of teaching and learning styles assess their teaching/learning experience within a quality improvement initiative?

Specific Aim 3: How do levels of convergence and divergence between staff learning style and coach teaching style influence the outcomes in a quality improvement collaborative?

Project Duration: 06/01/13 – 05/31/16

Primary Personnel

Principal Investigator: James H. Ford II
Co-Investigator: Jim Robinson
Co-Investigator: Meg Wise

Funding Source

National Institute on Drug Abuse


National Institute on Drug Abuse


  • Ford II, J. H., Robinson, J. M., & Wise, M. E. (2016). Adaptation of the Grasha Riechman Student Learning Style Survey and Teaching Style Inventory to assess individual teaching and learning styles in a quality improvement collaborative. BMC Medical Education, 16(1), 252. doi: 10.1186/s12909-016-0772-4
  • Ford JH 2nd and Robinson J. Teaching and Learning Styles in Quality Improvement: Identification and Impact on Process Outcomes. Addiction Health Services Research, October 15-17, 2014. Boston, MA.