Strategic Approaches for the Health Science Educator: Understanding Strategic Planning, Strategic Thinking, and Continuous Process Improvement and Their Impact.

ABSTRACT: With continued demand for health science institutions to find solutions to deliver on heightened student expectations despite smaller budgets and fewer resources, the utilization of organizational improvement techniques is pervasive. Academic health care leaders are seeking effective modalities to overcome obstacles, modernize, and become more efficient. Three of the commonly used approaches for improvement are strategic planning, strategic thinking, and continuous process improvement (CPI), and these concepts have been used in a variety of forms throughout industry, higher education, and health care. However, their definitions are often not well understood, and their processes are misconstrued in practice. With the increased expectation of health care institutions with undergraduate, graduate, and continuing education to consider strategic processes in organizational improvement, it is important for leadership to understand the differences in these three approaches. In this article, we explain the concepts of strategic planning, strategic thinking, and CPI through an overview of their history, definitions, and the benefits and pitfalls as observed by researchers. Furthermore, we reduce the noise in the existing literature into three concise definitions for each approach. And finally, for those seeking where to begin, we explain one tool in each category recommended for the novice strategist: the Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis for strategic planning, the Goals, Objectives, Strategies, and Tactics (GOST) framework for strategic thinking, and the Pareto Chart for CPI.

Examining the Intersection of Strategic Thinking and Continuous Process Improvement Through the Lens of Military Medical Education to Build a Novel Model.

In 2020, the U.S. Air Force School of Aerospace Medicine hired its first civilian dean since its founding in 1918, tasked with building the school's first strategic plan to modernize and improve the institution. Using a combination of military continuous process improvement and academic strategic thinking, the dean produced a highly successful strategic plan. However, its resource-heavy and time-consuming methodology made it difficult to replicate. This study aimed to create a novel and streamlined strategic planning model that combined best practices from continuous process improvement and strategic thinking without redundancy. A qualitative descriptive case study was used to analyze the detailed efforts through content analysis of 150 pages of documentation. A hybrid approach to coding uncovered 44 deductive codes and 5 inductive codes from 10 strategic tools. Results indicated a converging relationship between all strategic processes tested-strategic planning, strategic thinking, and continuous process improvement and their associated tools. A five-step model called the Triple "O" OODA Loop was created, combining best practice tools from strategic planning (purpose trident and SWOT analysis or strengths, weaknesses, opportunities, and threats), strategic thinking (Hot Spots scale and GOST framework or goals, objectives, strategies, and tactics) and continuous process improvement (phases 6-8).