Experiential Learning Through Local Implementation of a National Chief Resident in Quality and Patient Safety Curriculum

Abstract

The Clinical Learning Environment Review was created to evaluate quality improvement and patient safety (QIPS) beginning in 2013. Little guidance has been offered on implementing QIPS curricula for residency education. The aim was to provide a model QIPS residency curriculum from VA Boston Healthcare System (VABHS), wherein a chief resident in quality and patient safety (CRQS) participates in a national curriculum implementing skills and concepts locally. The CRQS mentors a patient safety resident with faculty oversight. The program involves case investigations, educational conferences, and experiential learning. Participants are residents from Beth Israel Deaconess Medical Center, Boston Medical Center, and Brigham and Women’s Hospital and medical students from Boston University Medical School and Harvard Medical School. Local and national CRQS programs are evaluated. The patient safety rotation is evaluated locally. The local curriculum at VABHS augments the national curriculum and deploys a patient safety education that develops experiential learning skills.

A Leadership Pathway in Patient Safety and Quality Improvement for Trainees

“…The CRQS program is nationally implemented by the National Center for Patient Safety of the Veterans Health Administration and has been in practice since 2008. The aim is to train physicians who have completed their residency as PSQI peer educators, while they actively develop their own skills as future leaders ( 8 , 9 ). During this year, the CRQSs dedicate their full time to PSQI work, with no additional responsibilities.…”

“…During this year, the CRQSs dedicate their full time to PSQI work, with no additional responsibilities. This gives them the opportunity to have optimal immersion, which would prepare them for a career in PSQI ( 8 , 10 ). However, other programs seeking to emulate the CRQS experience have found it challenging to create a streamlined process of training house staff into future PSQI leaders and experts.…”

“…Establishing a comprehensive HOPSQI curriculum requires a multifaceted approach that focuses on strengthening the fundamental principles of PSQI, fostering longitudinal engagement with hospital leadership, and empowering the officer to be an effective educator to all house staff under the appropriate supervision ( 8 ). One of the unique aspects of this program is that the DIO and CQO remain the primary faculty responsible for oversight throughout the year.…”