Are you constantly trying to do more with less?

Are you a healthcare practitioner who is frustrated and dissatisfied with our healthcare system's ability to meet our patients' needs?

  • Envision

    replacing that frustration with empowerment to effect enduring local improvements

  • Enact

    positive change through quality improvement methodology

Let us be your guides

At CQUINS, we are obsessed with making, supporting, and promoting excellent quality improvement practitioners. The Quality in Healthcare Certificate is our flagship offering and is the fastest, most direct path to QI proficiency.

What makes our program unique

  • Flexibile

    You choose the pace of your progress through the curriculum. Online content is available 24/7 and you schedule coaching calls at your convenience.

  • Personalized

    Expert guidance through your chosen project with more one-on-one coaching than any other QI training program

  • Step-By-Step

    Guided progression through each step of the QI project process . You will never wonder what to do next.

  • Practical

    Pragmatic focus in applying QI concepts to real practice scenarios. The curriculum is designed to anticipate and solve real world problems that emerge during the QI project process.

Our mentorship approach

As a student in the certificate program, you will receive all of the following:

  • Eight online learning modules that can be taken at your convenience

  • Graded assignments and quizzes to reinforce key lessons

  • Tools and templates to move you smoothly through the QI project process

  • Eight one-hour one-on-one coaching sessions to optimize project outcomes at each phase

  • Permanent access to our community of practice

Curriculum Overview

Course Preparation: Curriculum Overview, Topic Selection, and Problem Definition

Module 1: Problem Quantification and Goal Setting

Module 2: Root Cause Analysis - Hypothesis Generation & Stakeholder Engagement

Module 3: Root Cause Analysis - Hypothesis Validation

Module 4: Solution Generation, Prioritization, and Selection

Module 5: Improvement Science

Module 6: Measurement for Improvement

Module 7: Sustainability and Spread

Time Commitment & Key Dates

Approximately one half-day per week will be required for project work and assignments in addition to 2 hours on the following dates:

Friday, July 18th 2025: Deadline to apply for September 2025 enrolment 

Wednesday, September 3rd 2025: Curriculum begins, introductory live webinar

Thursday, January 8th 2026: Midterm presentations (live group webinar)

Thursday, May 7th 2026: Capstone presentations (live group webinar)

Learning Outcomes & Objectives

  • Course Learning Outcomes

    Express a clinical care gap in the form of an AIM statement
    Design and execute a comprehensive root cause analysis
    Generate solutions and map them onto root causes
    Design a feasible implementation plan that accounts for local contextual factors
    Design and implement authentic Plan-Do-Study-Act cycles
    Design and execute a data collection strategy to rigorously demonstrate improvement over time
    Design and execute a sustainability plan including ongoing stakeholder engagement
    Avoid major pitfalls associated with QI projects

  • Course Preparation Learning Objectives

    1. Identify course components and curriculum overview
    2. List digital resources used for course content and project management
    3. Identify major factors that predict the success and failure of QI initiatives
    4. Apply a project selection framework to the proposed topic
    5. Define a primary outcome measure

  • Module 1 Learning Objectives

    1. Differentiate quality improvement from research
    2. Construct an AIM statement
    3. Identify the role of ethics oversight in QI projects
    4. Craft a compelling narrative to influence stakeholders

  • Module 2 Learning Objectives

    1. Design and execute an effective stakeholder engagement strategy
    2. Generate hypotheses explaining the care gap by using a variety of QI tools

  • Module 3 Learning Objectives

    1. Utilize the literature review as a hypothesis generation tool
    2. Validate hypotheses from Module 2 using the following tools: direct observation, Pareto analysis

  • Module 4 Learning Objectives

    1. Differentiate between a change concept and a change idea
    2. List tools/methods that are used in each of the two distinct phases of the solution selection process (generation and prioritization)
    3. Generate potential solutions that directly link to root causes
    4. List the hierarchy of effectiveness of interventions
    5. List general factors that contribute to the success or failure of solutions
    6. Evaluate viability of potential solutions

  • Module 5 Learning Objectives

    1. Perform a context analysis and identify potential opportunities & threats to implementation
    2. List & describe each category comprising the family of measures
    3. List the elements of the Model for Improvement
    4. Use the Plan-Do-Study-Act framework to plan for iterative tests of change

  • Module 6 Learning Objectives

    1. Describe the rationale for displaying data over time
    2. Construct a run chart
    3. Construct a statistical process control chart

  • Module 7 Learning Objectives

    1. Identify reasons why performance can regress to baseline
    2. Design a sustainability plan (documentation, education/training, monitoring, response)
    3. Extract and share project lessons beyond the project team

Lead Instructor

Course Director

Alan Gob

Dr Alan Gob is the Clinical Lead and Education Lead at the Centre for Quality, Innovation and Safety (CQUINS) and an Associate Professor in the Department of Medicine, Division of Hematology at Western University. He undertook his undergraduate studies at the University of Toronto and completed his Medical Training at Western University. In 2013, he then went on to complete an MSc in Quality and Safety at the University of Toronto, and currently holds an Adjunct Professorial appointment in the Department of Graduate Studies Institute of Health Policy, Management and Evaluation, University of Toronto. As well as the science of Quality Improvement, Dr Gob’s interest also lies in providing education to others in QI and Patient Safety. He has developed a number of novel educational curricula designed for different participants and professions and is Director of the Quality and Safety Curriculum for the PGY4/5 trainees, with projects from this curriculum being presented locally and internationally. He was also the co-creator of an innovative model of co-learning between healthcare staff and business students, that is now in its 3rd year of delivery. He has been involved in a number of leadership roles within Quality Improvement over the last few years; guiding the implementation of a new patient education tool with regards Patient Oriented Discharge Summaries, implementing Choosing Wisely Canada recommendations to reduce unnecessary bloods testing, readmission reduction for patients with Congestive Heart Failure, implementing the CHF evidence-based guidelines. Dr Gob is an active advocate for promoting Quality Improvement both in and out of work and out of the formal educational environment, organizing journal clubs, the creator of a Quality and Safety YouTube channel and has a Quality and Safety website (www.theqigeek.com ). He is mentor to students and faculty alike and has presented QI work both nationally and internationally.

Ready to start your quality improvement journey?

Tuition is $4995 + HST for the nine-month course.

If you want to be an architect of the healthcare system that you want to see, take the first step and download the application at the link below. If you would like to discuss with the lead instructor whether the course is a good fit for you, schedule a discussion at: https://calendly.com/alan-gob/certificate
Registration is now closed for the 2025-2026 cycle