Addressing the Challenges in Teaching Quality Improvement

Mosser, Gordon; Frisch, Kelly; Skarda, Paula K.; Gertner, Elie

doi:10.1016/j.amjmed.2009.01.013

Cited by 32 publications

(21 citation statements)

References 14 publications

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“…These requirements included: 1) performance data review for each resident's continuity clinic panel, and 2) involvement in a continuous quality improvement (CQI) process 1 . Although practice performance evaluation has been a required element of practicebased learning and improvement (PBLI), many residency programs have had to develop unique curricula to fulfill these requirements [2][3][4] . While there are many challenges to teaching CQI [4][5][6][7][8][9][10][11][12] , the American Board of Internal Medicine's (ABIM) Practice Improvement Modules (PIM) have been used as a tool to teach physicians important CQI principles 6,[13][14][15] .…”

Section: Introductionmentioning

confidence: 99%

Teaching Internal Medicine Residents to Sustain Their Improvement Through the Quality Assessment and Improvement Curriculum

et al. 2010

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Section: Introductionmentioning

confidence: 99%

Teaching Internal Medicine Residents to Sustain Their Improvement Through the Quality Assessment and Improvement Curriculum

et al. 2010

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“…[2][3][4][5] Frequently cited challenges include facilitating faculty time, training, or funding; multiple competing educational and clinical demands; and voluntary participation of only a subset of residents. 6,7 Electronic health record limitations in aggregating data and providing performance reports may also limit effectiveness.…”

Section: Introductionmentioning

confidence: 99%

“…6,7 Electronic health record limitations in aggregating data and providing performance reports may also limit effectiveness.Few large residency programs (those with more than 40 residents) have published results of QI efforts engaging all The authors would like to thank the second-and third-year residents in the internal medicine residency program at Duke University for their participation. Ambulatory leadership, including the 3 clinic medical directors and the Ambulatory Care Leadership Track, were also instrumental in development and implementation.…”

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confidence: 99%

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A Novel Approach to Practice-Based Learning and Improvement Using a Web-Based Audit and Feedback Module

Boggan¹,

Cheely²,

Shah³

et al. 2014

Journal of Graduate Medical Education

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Resident quality improvement (QI) involvement fulfills practice-based learning and improvement requirements and develops skills for future practice analysis.1 Several articles have identified programs that have involved residents in QI projects.2-5 Frequently cited challenges include facilitating faculty time, training, or funding; multiple competing educational and clinical demands; and voluntary participation of only a subset of residents. 6,7 Electronic health record limitations in aggregating data and providing performance reports may also limit effectiveness.Few large residency programs (those with more than 40 residents) have published results of QI efforts engaging all The authors would like to thank the second-and third-year residents in the internal medicine residency program at Duke University for their participation. Ambulatory leadership, including the 3 clinic medical directors and the Ambulatory Care Leadership Track, were also instrumental in development and implementation. The medicine residency program office, including Lauren Dincher and Shawna Alkon, are also recognized for their contributions to this project's success. Lastly, we extend gratitude toward the Department of Medicine leadership, including Dr Mary Klotman and Joe Doty, for supporting the development of the tool.

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“…7 Moreover, some specialties, including psychiatry, lag behind others in development of performance measures.…”

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confidence: 99%

A Didactic and Experiential Quality Improvement Curriculum for Psychiatry Residents

Reardon¹,

Ogrinc²,

Walaszek³

2011

Journal of Graduate Medical Education

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Educating residents about quality improvement (QI) is important for many reasons. QI spans 2 of the Accreditation Council for Graduate Medical Education (ACGME) 6 competencies-practice-based learning and improvement and systems-based practice. The ACGME requirements state that residents must be ''integrated and actively participate in interdisciplinary clinical quality improvement and patient safety programs.'' 1 Performing QI activities will soon be linked to maintenance of certification, maintenance of licensure, and even reimbursement by Medicare. 2Reports of QI education within residency training are increasingly common, with primary care representing most of this work.3 A 2009 review found 28 reports documenting residency QI curricula, 9 of which described QI didactic instruction, followed by engagement in QI activities. 4 Curricula that combine didactic and experiential learning appear most effective. 5,6 Most QI curricula are time-limited, often consisting of only a 4-week rotation, which may explain the finding that few resident QI projects are implemented. 4Another barrier is the shortage of faculty educated in QI. 7 Moreover, some specialties, including psychiatry, lag behind others in development of performance measures. 8A more-recent review showed that most published studies on QI curricula had small sample sizes and low response rates.3 Acquisition of QI knowledge has typically been evaluated via subjective self-assessments as opposed to established assessment tools.3,9 However, some reports use the Quality Improvement Knowledge Application Tool (QIKAT), which assesses ability to apply core concepts of improvement to cases. 6,10,11 Our review of the literature found only one published psychiatry QI curriculum, from a Canadian residency program.12 Third-year (postgraduate year-3 [PGY-3])Funding: This material is based on support, resources, and the use of facilities at the White River Junction Veterans Administration in White River Junction, VT. AbstractBackground Quality improvement (QI) education in residency training is important and necessary for accreditation. Although the literature on this topic has been growing, some specialties, in particular psychiatry, have been underrepresented.

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Addressing the Challenges in Teaching Quality Improvement

Cited by 32 publications

References 14 publications

Teaching Internal Medicine Residents to Sustain Their Improvement Through the Quality Assessment and Improvement Curriculum

Teaching Internal Medicine Residents to Sustain Their Improvement Through the Quality Assessment and Improvement Curriculum

A Novel Approach to Practice-Based Learning and Improvement Using a Web-Based Audit and Feedback Module

A Didactic and Experiential Quality Improvement Curriculum for Psychiatry Residents

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