The Armstrong Institute Resident/Fellow Scholars

Abstract

The objective was to determine if a year-long, multispecialty resident and fellow quality improvement (QI) curriculum is feasible and leads to improvements in QI beliefs and self-reported behaviors. The Armstrong Institute Resident/Fellow Scholars (AIRS) curriculum incorporated (a) a 2-day workshop in lean sigma methodology, (b) year-long interactive weekly small-group lectures, (c) mentored QI projects, and (d) practicum-based components to observe frontline QI efforts. Pre-post evaluation was performed with the Quality Improvement Knowledge Application Tool (QIKAT) and the Systems Thinking Scale (STS) using the Wilcoxon matched-pairs signed-rank test. Sixteen residents and fellows started the AIRS curriculum and 14 finished. Scholars' pre and post mean scores significantly improved: STS 3.06 pre versus 3.60 post (P < .01) and QIKAT 1.24 pre versus 2.46 post (P < .01). Most scholars (92%) agreed that skills learned in the curriculum will help in their future careers. A multispecialty QI curriculum for trainees is feasible and increases QI beliefs and self-reported behaviors.

Implementation and Evaluation of Quality Improvement Training in Surgery

“…72 QI courses are reported in undergraduate 73,74 and graduate medical education. [75][76][77] Within surgery, examples of curricular innovation around QI include orthopedic 78 and neurological surgery 79 ; however, similar programs are rather absent for general surgery residents. 80 Examination of the nonsurgical QI curricula reveals a shared with surgery focus on similar improvement techniques and a mixture of taught and interactive delivery methods, although detailed review like the one undertaken here is required to reach definite conclusion of comparability.…”

“…These include: psychiatry, 43–46 family medicine, 47–49 internal medicine, 50–54 emergency medicine, 55,56 preventive medicine, 57,58 child neurology, 59 pediatric medicine, 60 interdisciplinary pediatric medicine, 61–65 neonatal intensive care, 66 respiratory subspecialties, 67 anesthesiology, 68 palliative care, 69 physical medicine and rehabilitation, 70 geriatric residency, 71 and obstetrics-gynecology 72 . QI courses are reported in undergraduate 73,74 and graduate medical education 75–77 . Within surgery, examples of curricular innovation around QI include orthopedic 78 and neurological surgery 79 ; however, similar programs are rather absent for general surgery residents 80 .…”

Establishing a Multi-Institutional Quality and Patient Safety Consortium: Collaboration Across Affiliates in a Community-Based Medical School

“…1 – 3 It is imperative that the health care workforce of the future has experience in quality improvement and patient safety (QIPS) activities—and that this education occurs in teaching sites that are committed to improving care through interdisciplinary collaboration. 4 , 5 Deliberately empowering trainees with competency in QIPS concepts will help build a future clinical workforce prepared to provide reliable care, sustain change, and spread evidence-based practices within an interdisciplinary milieu. 5 – 7 …”

“… 4 , 5 Deliberately empowering trainees with competency in QIPS concepts will help build a future clinical workforce prepared to provide reliable care, sustain change, and spread evidence-based practices within an interdisciplinary milieu. 5 – 7 …”