Teams were encouraged to identify how their current initiatives could align with and advance strategic priorities, rather than adding additional burden. The workshop activities were tied directly to real projects that immediately translated to concepts into action within the local context. This practical approach not only built individual competencies but also strengthened team-based problem solving for sustainable QI work. For the first session, participants were provided with patient safety and quality data summaries, creating a shared foundation for discussion and helping teams explore how existing data could inform their improvement work.The workshops brought together a diverse group of participants, including physicians, Advanced Practice Care Leaders (APCLs), patient safety specialists, and administrative staff. This interdisciplinary mix supported shared learning and fostered a more cohesive approach to improvement across CAMH allowing teams to align around common goals. Participants represented 20+ program areas and portfolios including Access to Care, Child & Youth, Addictions/COMPASS, Forensics, Geriatrics, Professional Practice, QuEST, and EPMO. The value of the interdisciplinary and longitudinal workshop format was clearly noted by the group, one stating that it “helped foster discussions and learning from colleagues who brought diverse clinical expertise, discipline-specific perspectives, and personal insights.” They also emphasized that the multi-session structure helped build familiarity, strengthen connections, and support ongoing collaboration over time.

Across the workshops, participant feedback highlighted a consistently positive and engaging learning experience. Many described the sessions as interactive, well-structured, and highly relevant to their day-to-day work. The workshops also created space for collaboration and shared learning, with participants emphasizing how useful it was to engage with colleagues across roles and program areas. Participants described a shift in how they approached improvement work and emphasized how the sessions helped bridge the gap between theory and application. One participant reflected that the workshop “never felt like a long lecture but rather a series of activities,” making the learning both engaging and relatable to the realities of everyday work.