IntroductionParticipation in quality improvement (QI) projects is required of pediatric residents, and evidence-based medicine has highlighted the importance of providing residents with experiential practice in this realm. Embedding QI projects within a continuity clinic provides residents an opportunity for meaningful involvement in QI efforts.MethodsA QI curriculum was implemented within a pediatric residency program that included an introductory lecture on QI principles and participation in resident-led, team-based QI projects at an outpatient clinic. Residents designed, implemented, and analyzed projects beginning in their intern year. Projects operated on an accelerated, 6-month time frame, allowing residents to complete multiple projects over the course of their residency. Resident QI knowledge was assessed before and after an introductory lecture with the Quality Improvement Knowledge Application Tool (QIKAT). Resident feedback was solicited 1 year following curriculum implementation via anonymous online surveys.ResultsResidents completed four QI projects that produced meaningful improvements in clinic processes and patient care. QIKAT scores significantly increased after the introductory lecture. Residents reported that the curriculum afforded them increased confidence to implement plan-do-study-act cycles and improve patient care in their future practices. Qualitative feedback highlighted the team-based structure, participation in multiple projects, and visible direct impacts on patient care as strengths of the curriculum. Increased involvement of clinic staff, scheduling concerns, and improved communication were areas for improvement.DiscussionOur model for integrating resident-led QI projects into an ambulatory clinic rotation is feasible and has been well received by residents and impactful on clinic processes and care.

No abstract

No abstract

No abstract

less likely than men to be married (69% vs 73%, p<.001) and have children (29% vs 38%, p<.001). They had higher educational debt (women: $162,645 vs men: $141,365, p<.001). Among residents starting primary care or hospitalist positions following residency, more women than men had part-time jobs (19% of women and 6% of men, p<.001), and full-time starting salaries were not significantly different ($147,369 vs $149,954, p=.08). Nearly all were satisfied with their training; 95% of women and 91% of men, p<.001. All bivariate relationships remained significant in multivariable models [Table].CONCLUSION: Starting salaries for residents entering primary care or hospitalist positions do not vary by gender. Men and women do vary on several other dimensions, including that women report more educational debt than men.