Plan-Do-Study-Act (PDSA)
Problem-solving model with four stages, used to improve a process and transfer your analysis of the problem to action in the real world.
“Short-term” PDSA measures
The pieces of “embedded evidence” that are easily available and help you define how your changes will occur.
Watch the webinar to learn more about this phase.Â
What is it? An activity to guide your team through the exploration of a Plan-Do-Study-Act (PDSA) cycle.
What does it do? Enables team members to analyze and refine their change idea to ensure it fits the scope of the test cycle. The activity will familiarize team members with the PDSA cycle and guide them through planning their first test.
Why use it? To gain familiarity with the PDSA cycle; to plan and run a test; to become familiar with how to collect, share, and evaluate the test findings.
The core of this phase, and the improvement process, is the PDSA cycle. It provides a structure for moving through four steps. Simply put, they are:
1. PLAN: Use one of your change ideas to create a small test and make predictions.
2. DO: Use existing daily or weekly classroom practices to gather embedded data and look for evidence of change.
3. STUDY: Evaluate how your results compare to your predictions.
4. ACT: Adjust your change idea based on your findings.
The core of this phase, and the improvement process, is the PDSA cycle. It provides a structure for moving through four steps. Simply put, they are:
1. PLAN: Use one of your change ideas to create a small test and make predictions.
2. DO: Use existing daily or weekly classroom practices to gather embedded data and look for evidence of change.
3. STUDY: Evaluate how your results compare to your predictions.
4. ACT: Adjust your change idea based on your findings.
The core of this phase, and the improvement process, is the PDSA cycle. It provides a structure for moving through four steps. Simply put, they are:
1. PLAN: Use one of your change ideas to create a small test and make predictions.
2. DO: Use existing daily or weekly classroom practices to gather embedded data and look for evidence of change.
3. STUDY: Evaluate how your results compare to your predictions.
4. ACT: Adjust your change idea based on your findings.
The core of this phase, and the improvement process, is the PDSA cycle. It provides a structure for moving through four steps. Simply put, they are:
1. PLAN: Use one of your change ideas to create a small test and make predictions.
2. DO: Use existing daily or weekly classroom practices to gather embedded data and look for evidence of change.
3. STUDY: Evaluate how your results compare to your predictions.
4. ACT: Adjust your change idea based on your findings.
The core of this phase, and the improvement process, is the PDSA cycle. It provides a structure for moving through four steps. Simply put, they are:
1. PLAN: Use one of your change ideas to create a small test and make predictions.
2. DO: Use existing daily or weekly classroom practices to gather embedded data and look for evidence of change.
3. STUDY: Evaluate how your results compare to your predictions.
4. ACT: Adjust your change idea based on your findings.
What is it? A checklist to ensure your change idea is within the parameters of a worthwhile PDSA cycle.
What does it do? Ensures you don’t waste time and energy testing an idea that is too big or conceptual to yield timely and actionable results.
Why use it? To avoid common pitfalls and set your team up for success.
The core of this phase, and the improvement process, is the PDSA cycle. It provides a structure for moving through four steps. Simply put, they are:
1. PLAN: Use one of your change ideas to create a small test and make predictions.
2. DO: Use existing daily or weekly classroom practices to gather embedded data and look for evidence of change.
3. STUDY: Evaluate how your results compare to your predictions.
4. ACT: Adjust your change idea based on your findings.
The core of this phase, and the improvement process, is the PDSA cycle. It provides a structure for moving through four steps. Simply put, they are:
1. PLAN: Use one of your change ideas to create a small test and make predictions.
2. DO: Use existing daily or weekly classroom practices to gather embedded data and look for evidence of change.
3. STUDY: Evaluate how your results compare to your predictions.
4. ACT: Adjust your change idea based on your findings.