A multidisciplinary performance improvement rotation in an internal medicine training program

Malayala, Srikrishna V; Qazi, Khalid J.; Samdani, Abdul Jawwad; Bhat, Mushtaq A.

doi:10.5116/ijme.5765.0bda

Cited by 2 publications

(3 citation statements)

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“…been described in the literature, but the results of many of these studies focus on resident self-assessment of QI knowledge and numbers of projects rather than on patient outcomes. [4][5][6][7][8][9][10][11][12][13] As there is some evidence suggesting that patients treated by residents have worse outcomes on ambulatory quality measures when compared with patients treated by staff physicians, 14,15 it is important to also look at patient outcomes when evaluating a QI curriculum. Experts in education recommend the following to optimize learning: exposure to both didactic and experiential opportunities, connection to health system improvement efforts, and assessment of patient outcomes in addition to learner feedback.…”

Section: Discussionmentioning

confidence: 99%

“…Several previous studies have found improvements in resident self-assessment or knowledge after implementation of a QI curriculum. [4][5][6][7][8][9][10][11][12][13] Liao et al implemented a longitudinal curriculum including both didactic and experiential components and found an improvement in both QI confidence and knowledge. 3 Similarly, Duello et al 8 found that a curriculum including both didactic lectures and QI projects improved subjective QI knowledge and comfort.…”

Section: Discussionmentioning

confidence: 99%

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Teaching Quality Improvement to Internal Medicine Residents to Address Patient Care Gaps in Ambulatory Quality Metrics

Sathi¹

2023

JCOM

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s quality improvement (QI) has become an integral part of clinical practice, residency training programs have continued to evolve in how best to teach QI. The Accreditation Council for Graduate Medical Education (ACGME) Common Program requirements mandate that core competencies in residency programs include practice-based learning and improvement and systems-based practice. 1 Residents should receive education in QI, receive data on quality metrics and benchmarks related to their patient population, and participate in QI activities. The Clinical Learning Environment Review (CLER) program was established to provide feedback to institutions on 6 focused areas, including patient safety and health care quality. In visits to institutions across the United States, the CLER committees found that many residents had limited knowledge of QI concepts and limited access to data on quality metrics and benchmarks. 2 There are many barriers to implementing a QI curriculum in residency programs, and creating and maintaining successful strategies has proven challenging. 3 Many QI curricula for internal medicine residents have

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Teaching Quality Improvement to Internal Medicine Residents to Address Patient Care Gaps in Ambulatory Quality Metrics

Sathi¹

2023

JCOM

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“…Since 2006, the program has had a four-week rotation titled ‘Performance Improvement Rotation’ and focused on training the residents in five specific areas: Core measures, the departmental peer review process, clinical documentation improvement, patient safety goals, and adverse event reporting. This four-week rotation was designed as a mandatory module for the second-year Internal Medicine residents [ 4 ].…”

Section: Methodsmentioning

confidence: 99%

Resident Peer Review Process: An Innovative Teaching Model in an Internal Medicine Residency Program

Malayala¹,

Qazi²,

Vasireddy³

et al. 2021

Cureus

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Introduction Medical peer review is an integral part of the performance improvement process in any hospital. The very first exposure to the peer review process in a physician’s career is typically after graduation and when they start practicing as an attending physician. We implemented a “Resident Peer Review Process” training module in our Internal Medicine residency program with an intention to familiarize the residents about peer review. Methods The resident peer review process was implemented over a period of four weeks with the “resident peer review committee” having representation from all three Postgraduate Year (PGY) levels. The committee reviews the cases referred to them over a period of four weeks through a process of weekly meetings and adjudicates the cases. If any deficiency is identified, the committee will provide feedback to the residents involved in the case and presents the educational points identified from the adjudication at the end of the module as a morning report. Results Eighty-nine (89) cases were reviewed through this process over a span of two years. About 77.5% of the cases were identified to have a deficiency. Teaching points were identified and presented in Week 4 meetings in 80.9% of the cases that had a deficiency. The residents provided a positive response and said that the process improved their quality of patient care (98%), professionalism (95%), systems-based practice, practice-based learning (90%), medical knowledge (88%), and interpersonal and communications skills (87%). Discussion This resident-driven, novel, and innovative model can be a successful teaching methodology for Internal Medicine residents to augment Patient Safety and Quality Improvement and could be implemented in residency programs irrespective of the size and specialty.

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A multidisciplinary performance improvement rotation in an internal medicine training program

Cited by 2 publications

References 1 publication

Teaching Quality Improvement to Internal Medicine Residents to Address Patient Care Gaps in Ambulatory Quality Metrics

Teaching Quality Improvement to Internal Medicine Residents to Address Patient Care Gaps in Ambulatory Quality Metrics

Resident Peer Review Process: An Innovative Teaching Model in an Internal Medicine Residency Program

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