A comprehensive collaborative patient safety residency curriculum to address the ACGME core competencies

Singh, Ranjit; Naughton, Bruce J.; Taylor, John S.; Koenigsberg, Marlon Russell; Anderson, Diana; McCausland, Linda L.; Wahler, Robert G.; Robinson, Amanda; Singh, Gurdev

doi:10.1111/j.1365-2929.2005.02333.x

Cited by 78 publications

(65 citation statements)

References 13 publications

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“…Additional QI education initiatives have been reported in internal medicine and surgery residency programs (Allen et al 2005;Canal et al 2007;Wong et al 2008). In an attempt to reflect future professional practices, programs have piloted interdisciplinary QI curricula that offer a solution to bridging the QI training gaps between various disciplines (Singh et al 2005;Varkey et al 2006). However, no research has elicited trainee perspectives on QI training following the exposure to a pilot administrative curriculum, including teaching on QI principles and experiential learning through QIPs.…”

Section: Practice Pointsmentioning

confidence: 99%

Quality education: A pilot quality improvement curriculum for psychiatry residents

Sockalingam¹,

Stergiopoulos²,

Maggi³

et al. 2010

Medical Teacher

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Background: A series of Institute of Medicine's reports have highlighted the need for greater quality improvement (QI) training in medical education; however, few formal QI curricula for medical trainees have been described in the literature. Aim: The objective of this study was to develop a contextual QI curriculum involving a QI workshop and longitudinal QI projects (QIPs) for psychiatry trainees. Methods: We examined psychiatry residents' attitudes on QI training following their exposure to a physician-manager curriculum using focus group methodology. Focus group data were used to inform revisions to the QI curriculum. Following the curriculum revisions, we administered a resident questionnaire to elicit resident perceptions on the modified QI curriculum. Results: Focus group data from 40 psychiatry residents at the University of Toronto identified the following themes: challenges with QIP workload, difficulties of QI workshop integration into the curriculum, and value of the experiential component of the QIP. Of the 26 residents, 18 completed the resident questionnaire on the revised curriculum and reported an enhanced appreciation of QI in their current clinical practice. Conclusion:The study results suggest that this experiential format warrants further exploration as a model for QI training in medicine.

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Section: Practice Pointsmentioning

confidence: 99%

Quality education: A pilot quality improvement curriculum for psychiatry residents

Sockalingam¹,

Stergiopoulos²,

Maggi³

et al. 2010

Medical Teacher

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“…One medical student program, for example, has successfully implemented a comprehensive and multidisciplinary safety curriculum to address the U.S. Accreditation Council for Graduate Medical Education's (ACGME) core competencies and to establish a culture of safety for sustainable improvement in healthcare through integration of safety into the students' daily activities (Singh et al, 2005). A needs assessment conducted by Singh et al.…”

Section: Patient Safety and The Nursing Curriculummentioning

confidence: 99%

Frameworks for Patient Safety in the Nursing Curriculum

Chenot¹,

Daniel²

2010

J Nurs Educ

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Patient safety has recently received a great deal of media coverage. Professional and regulatory agencies have indicated that patient safety education should be provided to health care workers to improve health outcomes. This study’s primary purpose was to gain a better understanding of the current status of patient safety awareness among prelicensure nursing students. Data were collected from two samples ( N = 150 and 318), and nursing curricula were examined from seven institutions. Measurement integrity studies indicated that patient safety awareness can be measured validly and reliably. Demographic variables were correlated with patient safety awareness. A content analysis found that all of the participating nursing schools included at least three of the six core competencies of the Quality and Safety Education for Nurses (QSEN) ( Cronenwett et al., 2007 ) in their curriculum; one school exhibited all six. Our findings led to conclusions and recommendations for nurse educators and for future research on patient safety education in the nursing curriculum.

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“…[11][12][13][14][15][16][17][18][19] In addition to these approaches, the combination of lectures and small group exercises is viewed as an effective approach to transfer competencies associated with improved quality care. 20 The purpose of this paper is to report on the development and evaluation of a classroom-based curriculum designed to promote interprofessional competencies by allowing undergraduate students from various health professions to work together on system-based problems using quality improvement methods and tools to improve patient-centred care.…”

Section: Introductionmentioning

confidence: 99%

A Quality Improvement Activity to Promote Interprofessional Collaboration Among Health Professions Students

Dobson¹,

Stevenson²,

Busch³

et al. 2009

Am J Pharm Educ

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Objectives. To develop and evaluate a classroom-based curriculum designed to promote interprofessional competencies by having undergraduate students from various health professions work together on system-based problems using quality improvement (QI) methods and tools to improve patientcentered care. Design. Students from 4 health care programs (nursing, nutrition, pharmacy, and physical therapy) participated in an interprofessional QI activity. In groups of 6 or 7, students completed pre-intervention and post-intervention reflection tools on attitudes relating to interprofessio nal teams, and a tool designed to evaluate group process. Assessment. One hundred thirty-four students (76.6%) completed both self-reflection instruments, and 132 (74.2%) completed the post-course group evaluation instrument. Although already high prior to the activity, students' mean post-intervention reflection scores increased for 12 of 16 items. Post-intervention group evaluation scores reflected a high level of satisfaction with the experience. Conclusion. Use of a quality-based case study and QI methodology were an effective approach to enhancing interprofessional experiences among students.

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A comprehensive collaborative patient safety residency curriculum to address the ACGME core competencies

Cited by 78 publications

References 13 publications

Quality education: A pilot quality improvement curriculum for psychiatry residents

Quality education: A pilot quality improvement curriculum for psychiatry residents

Frameworks for Patient Safety in the Nursing Curriculum

A Quality Improvement Activity to Promote Interprofessional Collaboration Among Health Professions Students

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