Programmatic Assessment of a Comprehensive Quality Improvement Curriculum in an Otolaryngology Residency

Abstract

To date, there is minimal literature discussing quality improvement curricula in otolaryngology. Herein, we present our program, including didactic, web-based, and experiential learning, developed in the setting of a preexisting institutional quality and safety policy. Nine otolaryngology residents were evaluated with assessments focused on learner satisfaction, learner attitudes, and knowledge acquisition according to the Kirkpatrick framework. Wilcoxon signed-rank test was used to compare results. While the total score increased across all assessments, it was significant for only the Quality Improvement Knowledge Application Tool Revised (P < .05). We find our initial learning outcomes encouraging and hope that our comprehensive curriculum can serve as a resource to other programs, which can be adapted to fit within the context of variable training environments. Furthermore, it is imperative to consider continuous assessment and refinement of any educational program, using the same quality improvement principles that we endeavor to teach.

Impact of a Formal Patient Safety and Quality Improvement Curriculum: A Prospective, Controlled Trial

“…In fact, only a small number of the articles focused on integrating PSQI otolaryngology resident educational curricula. Most of these were published after the time frame of the systematic review …”

“…Most of these were published after the time frame of the systematic review. 4,21,[30][31][32][33] A primary example of a PSQI curriculum publication is that of Bowe et al, who also used the IHI web-based module series (restricted to the IHI Open School Basic Certificate program). The study involved PGY2, PGY3, and PGY4 otolaryngology residents and supplemented the IHI program with faculty-led lectures to reinforce module content.…”

“…The study involved PGY2, PGY3, and PGY4 otolaryngology residents and supplemented the IHI program with faculty-led lectures to reinforce module content. 21 Residents served as their own controls. Learners were then assessed using several survey instruments, including two attitude-based surveys for PGY2s and the QIKAT-R and QICI for PGY3s and PGY4s.…”

“…We therefore developed and implemented a formal PSQI curriculum for otolaryngology residents and compared outcomes against a matched control program using validated instruments. We predicted that residents participating in the PSQI curriculum would report improved confidence in developing PSQI projects, improved attitudes toward patient safety, and greater PSQI knowledge relative to residents not exposed to a formal curriculum …”

“…We predicted that residents participating in the PSQI curriculum would report improved confidence in developing PSQI projects, improved attitudes toward patient safety, and greater PSQI knowledge relative to residents not exposed to a formal curriculum. 9,18,20,21…”