Analytics —
Training activity: 2

Details

Use different methods to map a pathological, clinical or operational process

Type

Developmental training activity (DTA)

Evidence requirements

Evidence the activity has been undertaken by the trainee​.

Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.

An action plan to implement learning and/or to address skills or knowledge gaps identified.

Considerations

• Systems engineering methods
• Mapping methods
• Properties of interactions of the elements in the process
• Unknown and unmeasurable elements

Reflective practice guidance

The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.

Before action

• What is the specific pathological, clinical, or operational process you will be mapping? What do you already understand about this process?
• What are the different mapping methods you could use (e.g., flowcharts, swimlane diagrams), and what are the strengths and weaknesses of each for this particular process?
• What data or information will you need to gather to accurately map the process? How will you obtain this information?
• Who are the key stakeholders involved in this process, and what perspectives might they offer?
• What challenges do you foresee in accurately capturing and representing the process?

In action

• As you are mapping the process, are you noticing any unforeseen steps or complexities?
  • How are you incorporating these into your map?
• Are the chosen mapping methods effectively capturing the flow and key decision points of the process? If not, are you considering alternative methods or adjustments?
• Are you identifying the key stakeholders involved in each part of the process as you map it?
  • Is their involvement clearer through the mapping?
• Are you questioning the sequence or efficiency of certain steps as you visualise the process?
• Are you ensuring the level of detail in the map is appropriate for its intended purpose?
  • Are you adjusting the level of detail as you go?

On action

• Summarise the process you mapped and the mapping methods you used.
  • What were the key elements and flow of the process as you visualised it?
• What did you learn about different process mapping methodologies?
  • How effective was the chosen method in capturing the complexities of the process?
  • Did you gain a better understanding of the interdependencies within the process?
  • How did your real-time choices of what to include and how to represent it influence the final map?
  • How does the ability to map processes contribute to analysing and improving healthcare workflows?
  • Were there any unexpected steps or variations in the process that you discovered during mapping?
  • What did you learn from these?
  • Were there any challenges in deciding the level of detail to include?
• What aspects of process mapping techniques do you need to explore further?
  • How can you improve your ability to accurately and comprehensively map complex processes?
  • What are your next steps in learning more about process improvement methodologies?
  • What resources (e.g., process mapping software, best practice guides) could be beneficial?

Beyond action

• Have you used process mapping techniques in other situations or observed different mapping methodologies since this DTA?
  • How has your understanding of the strengths and limitations of different mapping methods evolved?
  • Have you discussed your process maps with stakeholders to understand their perspectives and identify potential improvements to your mapping skills?
• How has this experience influenced your ability to analyse and understand complex processes within healthcare?
  • Have you applied process mapping in other areas, such as identifying bottlenecks or improving workflows?
  • Has your appreciation for visualising processes to aid understanding and communication changed?
• What transferable skills (e.g., process analysis, visual communication, problem-solving) did you develop that will be valuable in service improvement or project management?
  • How has this experience informed your understanding of systems thinking in healthcare?
  • What clear actions for continued development in process mapping techniques or systems analysis have been identified?

Relevant learning outcomes

#	Outcome
# 1	Outcome Explore and explain relationships between elements in a system.
# 4	Outcome Create and evaluate mechanical, electronic and physiological models using a range of methodologies.