An Active-Learning Quality Improvement Curriculum for Faculty in Hospital Medicine

Abstract

Introduction: Despite the growing importance of quality improvement (QI) training in medical education, there is a lack of faculty with expertise in QI at many academic medical centers. In this report, we describe the design, implementation, and evaluation of a QI training program for faculty in hospital medicine at an academic medical center aimed at increasing faculty capacity in QI. Methods: With input from an initial focus group of hospital medicine faculty, we developed a 12-session, active-learning curriculum incorporating core concepts in QI applied to a real-life QI problem. We used a survey instrument to assess changes in self-reported confidence, the Quality Improvement Knowledge Application Tool-Revised to assess changes in applied knowledge, and a second focus group to obtain qualitative feedback regarding the curriculum. Results: Self-reported confidence in numerous QI skills increased after completion of the curriculum; however, concurrent improvement in applied knowledge was not observed. Qualitatively, participants not only described improved understanding of QI methodology and greater confidence contributing to QI initiatives but also a sense they were not prepared to lead a QI project independently. Discussion: An active-learning faculty training program is feasible with limited resources and was associated with increased faculty confidence in QI skills.

Promoting scholarship in improvement science: A model for academic clinical departments

“…As we evaluate components of the curriculum, we have published our experiences to assist other programs interested in implementing improvement science curricula. 19 , 20 , 21 Early career faculty with an interest in improvement science have assisted with curricular delivery, assessment and publication. Our goal is to encourage these faculty to assume progressive leadership roles, support their professional development, and create a cadre of role‐models and mentors for improvement science within the DOM.…”

“…We are currently in the fifth year of delivering the longitudinal improvement science curriculum for internal medicine resident physicians. As we evaluate components of the curriculum, we have published our experiences to assist other programs interested in implementing improvement science curricula 19,20,21 . Early career faculty with an interest in improvement science have assisted with curricular delivery, assessment and publication.…”

“…As we evaluate components of the curriculum, we have published our experiences to assist other programs interested in implementing improvement science curricula. 19,20,21 association of COVID-19 policies on patients' experiences on a hospital oncology service. 24,25 To date, Quality Program-supported projects have resulted in 30 peer-reviewed publications, 33 posters at regional or national meetings, and 64 other scholarly products.…”

Increasing Faculty Participation and Mentorship in Quality Improvement with an Experiential Four-Hour Workshop

“…5 However, a major barrier to faculty involvement is a lack of time to engage in training. [11][12][13][14] While research demonstrates that faculty development programs in quality improvement are effective, most require a considerable commitment from faculty to complete. [13][14][15][16][17][18][19][20] Research is lacking on the effectiveness of shorter and less time consuming workshops to teach academic faculty in QI principles and promote participation in QI projects.…”

Growing Pains During COVID-19

“…JCEHP's first 2022 issue contains six articles concerned with faculty development that explore a diversity of topics: the development of a collaborative research culture in family medicine 1 ; an analysis of an interprofessional teaching academy from the perspective of social capital and organizational culture 2 ; the creation of an enhanced CV to better represent the efforts of clinical educator faculty during promotional processes 3 ; an active learning program designed to develop QI understanding and skills for hospital medicine faculty physicians 4 ; the way active learning alongside individualized remediation produces effective outcomes for physicians requiring competency improvements 5 ; and finally, the unique needs of female faculty in anesthesiology departments. 6 These articles serve as a reminder to maintain attention to ongoing historical issues within clinical education during these unusual times in the form of addressing the elision of meaningful engagement and development of skills in the pursuit of research products and outcomes 1 ; the need to understand and lever organizational culture and social capital for interprofessional teaching 2 ; the importance of representing clinical educator activities fairly and comprehensively in an efficient manner as part of the promotions process 3 ; the need to pursue active rather than passive learning approaches to increase QI capacity among physicians 4 ; the sometimes vexing problem of physician remediation 5 ; and finally, the gendered nature of faculty development itself. 6…”