An Institutional Perspective on Quality Improvement and Preventive Services

An Interdisciplinary Faculty Development Model for the Prevention and Treatment of Alcohol Use Disorders

“…Experience from other faculty development projects and continuing education research suggest the following characteristics of successful faculty development programs: (1) longitudinal, skills-based, learner-centered courses will have a greater impact on clinical skills and teaching activities than lecture-based 1 to 2-day CME courses (Davis (3) a multidisciplinary focus with inclusion of faculty from diverse disciplines and schools facilitates systemwide sustainable change (Cotter and Czechowicz, 1990); (4) ongoing local support and mentoring facilitate success (Berwick, 1989); (5) clear outcome expectations, takehome assignments, and peer feedback are essential elements for system change (Berwick, 1995;Walsh and McPhee, 1992); and (6) comprehensive evaluation methods with follow-up communicate the importance of the program to the participants and reinforce outcome expectations (Dueck, 1995). Participants in this faculty development program gave high scores to all components of the program.…”

Assuring Force Readiness and Beneficiary Health Through Health Promotion and Preventive Medicine in the Military Health System

“…It requires a commitment to HP/PM as a basis of the health delivery system, an understanding of the interrelationships in the system, and communication of the plan. The system to be developed is integrally linked to the population-based approach, and requires leadership to enact 88. The Put Prevention Into Practice is an example of a HP/PM model developed with a systems approach.…”