Teaching Quality Improvement in Graduate Medical Education: An Experiential and Team-Based Approach to the Acquisition of Quality Improvement Competencies

被引:32
作者
Barber, Karen Hall [1 ,2 ]
Schultz, Karen [1 ,2 ]
Scott, Abigail [2 ]
Pollock, Emily [3 ]
Kotecha, Jyoti [1 ,4 ]
Martin, Danyal [5 ]
机构
[1] Queens Univ, Dept Family Med, 220 Bagot St,PO Bag 8888, Kingston, ON K7L 5E9, Canada
[2] Queens Family Hlth Team, Kingston, ON, Canada
[3] Queens Univ, Dept Family Med, Ctr Studies Primary Care, Kingston, ON K7L 5E9, Canada
[4] Queens Univ, Ctr Studies Primary Care, Kingston, ON K7L 5E9, Canada
[5] Hlth Qual Ontario, Qual Improvement Plans & Qual Improvement Strateg, Toronto, ON, Canada
关键词
D O I
10.1097/ACM.0000000000000851
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Problem An emerging priority in medical education is the need to facilitate learners' acquisition of quality improvement (QI) competencies. Accreditation bodies in both Canada and the United States have included QI and patient safety in their core competencies. Approach In 2010, the Department of Family Medicine at Queen's University designed a graduate medical education curriculum to engage residents in a clinical QI program that would meet accreditation requirements. Monthly didactic sessions were combined with an experiential, team-based QI project that aligned with existing clinic priorities. The curriculum spans the first year of residency and is divided into three stages: (1) Engaging, (2) Understanding, and (3) Improving and translating. In Stage 1, teams of residents select a clinical QI topic, engage stakeholders, and collect baseline data related to their topic. In Stage 2, they focus on understanding their problem, interpreting their results, and applying QI tools. In Stage 3, they develop change ideas, translate their knowledge, and prepare to hand over their project. Outcomes This QI curriculum aided residents in effectively acquiring QI competencies and allowed them to experience real-world challenges, such as securing project buy-in, negotiating with peers, and developing solutions to problems. Unlike in many QI programs, residents learned how to improve quality rather than about QI; thus, they formed the necessary foundation to carry out QI work in the future. Next Steps The curriculum will be evaluated using a knowledge assessment and satisfaction tool and postproject resident interviews. Facilitators will focus more on improving faculty develop-ment in QI.
引用
收藏
页码:1363 / 1367
页数:5
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