Validity and Reliability of a Tool to Assess Quality Improvement Knowledge and Skills in Pediatrics Residents

Doupnik, Stephanie K.; Ziniel, Sonja; Glissmeyer, Eric W.; Moses, James

doi:10.4300/jgme-d-15-00799.1

Cited by 13 publications

(8 citation statements)

References 16 publications

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“…The importance of QI competence to healthcare delivery and the development of appropriate training programs is concomitant with the recognition that there is a need to assess medical learners in a way that ensures they have acquired the necessary knowledge, skills, and attitudes that will facilitate their involvement in QI initiatives upon completion of their training. In this regard, there are a number of tools that have been shown to exhibit reliability and validity evidence, such as the Quality Improvement Knowledge Application Tool (QIKAT-R) [ 8 ], the Assessment of Quality Improvement Knowledge and Skills (AQIKS) instrument [ 9 ], and the Mayo Evaluation of Reflection on Improvement Tool (MERIT) [ 10 ]. In each case, the research has shown these tools to have some utility; however, they are resource intensive.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, the contextually bound nature of these tools is particularly challenging when one considers the assessment of QI knowledge, skills, and attitudes that are developed via training programs that are situated outside of the clinical context (e.g., PRIME). In situations such as these, these tools lack utility because their development is predicated on application testing and validity evidence derived from clinical settings [ 6 , 7 , 9 ]. Given the importance of QI training in health professions education, new assessment tools are needed that can reliably measure knowledge, skills, and attitudes following educational interventions.…”

Section: Introductionmentioning

confidence: 99%

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Development and psychometric evaluation of an instrument to measure knowledge, skills, and attitudes towards quality improvement in health professions education: The Beliefs, Attitudes, Skills, and Confidence in Quality Improvement (BASiC-QI) Scale

Brown¹,

Nidumolu²,

McConnell³

et al. 2019

Perspect Med Educ

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Introduction Health professionals are increasingly expected to foster and lead initiatives to improve the quality and safety of healthcare. Consequently, health professions education has begun to integrate formal quality improvement (QI) training into their curricula. Few instruments exist in the literature that adequately and reliably assess QI-related competencies in learners without the use of multiple, trained raters in the context of healthcare. This paper describes the development and psychometric evaluation of the Beliefs, Attitudes, Skills, and Confidence in Quality Improvement (BASiC-QI) instrument, a 30-item self-assessment tool designed to assess knowledge, skills, and attitudes towards QI. Methods Sixty first-year medical student participants completed the BASiC-QI and the Quality Improvement Knowledge Application Tool (QIKAT-R) prior to and immediately following a QI program that challenged learners to engage QI concepts in the context of their own medical education. Measurement properties of the BASiC-QI tool were explored through an exploratory factor analysis and generalizability study. Convergent validity was examined through correlations between BASiC-QI and QIKAT-R scores. Results Psychometric evaluation of BASiC-QI indicated reliability and validity evidence based on internal structure. Analyses also revealed that BASiC-QI scores were positively correlated with the scores from the QIKAT-R, which stands an indicator of convergent validity. Conclusion BASiC-QI is a multidimensional self-assessment tool that may be used to assess beliefs, attitudes, skills, and confidence towards QI. In comparison with existing instruments, BASiC-QI does not require multiple raters or scoring rubrics, serving as an efficient, reliable assessment instrument for educators to examine the impact of QI curricula on learners. Electronic supplementary material The online version of this article (10.1007/s40037-019-0511-8) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development and psychometric evaluation of an instrument to measure knowledge, skills, and attitudes towards quality improvement in health professions education: The Beliefs, Attitudes, Skills, and Confidence in Quality Improvement (BASiC-QI) Scale

Brown¹,

Nidumolu²,

McConnell³

et al. 2019

Perspect Med Educ

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“…The curriculum could be taught using various case-based learning strategies that simulate real-life experiences in a time-compressed manner that implement our proposed learning objectives (Appendix SA5). [32][33][34] Review of these cases would be done through online videos created by QI experts at outside institutions to overcome the lack of local PHO QI expertise, although local non-PHO faculty with QI expertise could assist.…”

Section: Discussionmentioning

confidence: 99%

Quality improvement knowledge in pediatric hematology/oncology physicians: A need for improved education

Terao

Stokes

Sitthi-Amorn

et al. 2022

Pediatric Blood & Cancer

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Pediatric hematology/oncology fellows face unique quality improvement challenges given the danger of chemotherapy and caring for immunocompromised patients. Curricula to teach pediatric hematology/oncology fellows about quality improvement are lacking. We conducted a needs assessment of pediatric hematology/oncology physicians as a first step for creating a quality improvement curriculum for pediatric hematology/oncology fellows. Curricular topics were identified: root cause analysis, run charts, process mapping, chemotherapy/medication safety, implementation/adherence to guidelines. Identified barriers to curriculum implementation included a possible lack of quality improvement expertise, lack of awareness of quality improvement resources, and limited time.

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“…In the past decade, there have been some notable examples on the development and reporting of specialty-specific structured QI curricula outside surgery. These include: psychiatry, [43][44][45][46] family medicine, [47][48][49] internal medicine, [50][51][52][53][54] medicine, 55,56 preventive medicine, 57,58 child neurology, 59 pediatric medicine, 60 interdisciplinary pediatric medicine, [61][62][63][64][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.…”

Section: Discussionmentioning

confidence: 99%

Implementation and Evaluation of Quality Improvement Training in Surgery

et al. 2021

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Objective: The of this study was to review and appraise how quality improvement (QI) skills are taught to surgeons and surgical residents. Background: There is a global drive to deliver capacity in undertaking QI within surgical services. However, there are currently no specifications regarding optimal QI content or delivery. Methods: We reviewed QI educational intervention studies targeting surgeons or surgical trainees/residents published until 2017. Primary outcomes included teaching methods and training materials. Secondary outcomes were implementation frameworks and strategies used to deliver QI training successfully.Results: There were 20,590 hits across 10 databases, of which 11,563 were screened following de-duplication. Seventeen studies were included in the final synthesis. Variable QI techniques (eg, combined QI models, process mapping, and ''lean'' principles) and assessment methods were found. Delivery was more consistent, typically combining didactic teaching blended with QI project delivery. Implementation of QI training was poorly reported and appears supported by collaborative approaches (including building learning collaboratives, and coalitions). Study designs were typically pre-/ post-training without controls. Studies generally lacked clarity on the underpinning framework (59%), setting description (59%), content (47%), and conclusions (47%), whereas 88% scored low on psychometrics reporting. Conclusions: The evidence suggests that surgical QI training can focus on any well-established QI technique, provided it is done through a combination of didactic teaching and practical application. True effectiveness and extent of impact of QI training remain unclear, due to methodological weaknesses and inconsistent reporting. Conduct of larger-scale educational QI studies across multiple institutions can advance the field.

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Validity and Reliability of a Tool to Assess Quality Improvement Knowledge and Skills in Pediatrics Residents

Abstract: Background Residency programs are expected to educate residents in quality improvement (QI). Effective assessments are needed to ensure residents gain QI knowledge and skills. Limitations of current tools include poor interrater reliability and requirement for scorer training.

Cited by 13 publications

References 16 publications

Development and psychometric evaluation of an instrument to measure knowledge, skills, and attitudes towards quality improvement in health professions education: The Beliefs, Attitudes, Skills, and Confidence in Quality Improvement (BASiC-QI) Scale

Development and psychometric evaluation of an instrument to measure knowledge, skills, and attitudes towards quality improvement in health professions education: The Beliefs, Attitudes, Skills, and Confidence in Quality Improvement (BASiC-QI) Scale

Quality improvement knowledge in pediatric hematology/oncology physicians: A need for improved education

Implementation and Evaluation of Quality Improvement Training in Surgery

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