An Experiential Interdisciplinary Quality Improvement Education Initiative

Varkey, Prathibha; Reller, M. Katherine; Smith, Alan Jay; Ponto, Julie; Osborn, Michael

doi:10.1177/1062860606291136

Cited by 52 publications

(37 citation statements)

References 10 publications

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“…Additional QI education initiatives have been reported in internal medicine and surgery residency programs (Allen et al 2005;Canal et al 2007;Wong et al 2008). In an attempt to reflect future professional practices, programs have piloted interdisciplinary QI curricula that offer a solution to bridging the QI training gaps between various disciplines (Singh et al 2005;Varkey et al 2006). However, no research has elicited trainee perspectives on QI training following the exposure to a pilot administrative curriculum, including teaching on QI principles and experiential learning through QIPs.…”

Section: Practice Pointsmentioning

confidence: 99%

Quality education: A pilot quality improvement curriculum for psychiatry residents

Sockalingam¹,

Stergiopoulos²,

Maggi³

et al. 2010

Medical Teacher

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Background: A series of Institute of Medicine's reports have highlighted the need for greater quality improvement (QI) training in medical education; however, few formal QI curricula for medical trainees have been described in the literature. Aim: The objective of this study was to develop a contextual QI curriculum involving a QI workshop and longitudinal QI projects (QIPs) for psychiatry trainees. Methods: We examined psychiatry residents' attitudes on QI training following their exposure to a physician-manager curriculum using focus group methodology. Focus group data were used to inform revisions to the QI curriculum. Following the curriculum revisions, we administered a resident questionnaire to elicit resident perceptions on the modified QI curriculum. Results: Focus group data from 40 psychiatry residents at the University of Toronto identified the following themes: challenges with QIP workload, difficulties of QI workshop integration into the curriculum, and value of the experiential component of the QIP. Of the 26 residents, 18 completed the resident questionnaire on the revised curriculum and reported an enhanced appreciation of QI in their current clinical practice. Conclusion:The study results suggest that this experiential format warrants further exploration as a model for QI training in medicine.

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Section: Practice Pointsmentioning

confidence: 99%

Quality education: A pilot quality improvement curriculum for psychiatry residents

Sockalingam¹,

Stergiopoulos²,

Maggi³

et al. 2010

Medical Teacher

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“…curricula in quality improvement have begun to appear; however, these tend to target specific quality issues such as hand hygiene and handoff communication or are designed for specific residencies or ambulatory settings. [5][6][7][8][9][10][11][12][13][14] Consequently, most residents still must acquire most of their patient safety knowledge through informal education in the hospital setting because formalized comprehensive training curricula in quality and safety are, at best, uncommon.…”

Section: Resultsmentioning

confidence: 99%

Quality Education and Safe Systems Training (QuESST): Development and Assessment of a Comprehensive Cross-Disciplinary Resident Quality and Patient Safety Curriculum

Reznek¹,

DiGiovine²,

Kromrei³

et al. 2010

Journal of Graduate Medical Education

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Background Over the past decade, regulatory bodies have heightened their emphasis on health care quality and safety. Education of physicians is a priority in this effort, with the Accreditation Council for Graduate Medical Education requiring that trainees attain competence in practice-based learning and improvement and systems-based practice. To date, several studies about the use of resident education related to quality and safety have been published, but no comprehensive interdisciplinary curricula seem to exist. Effective, formal, comprehensive cross-disciplinary resident training in quality and patient safety appear to be a vital need. Methods To address the need for comprehensive resident training in quality and patient safety, we developed and assessed a formal standardized cross-disciplinary curriculum entitled Quality Education and Safe Systems Training (QuESST). The curriculum was offered to first-year residents in a large urban medical center. Preintervention and postintervention assessments and participant perception surveys evaluated the effectiveness and educational value of QuESST. Results A total of 138 first-year medical and pharmacy residents participated in the QuESST course. Paired analysis of preintervention and postintervention assessments showed significant improvement in participants' knowledge of quality and patient safety. Participants' perceptions about the value of the curriculum were favorable, as evidenced by a mean response of 1.8 on a scale of 1 (strongly agree) to 5 (strongly disagree) that the course should be taught to subsequent residency classes. Conclusion QuESST is an effective comprehensive quality curriculum for residents. Based on these findings, our institution has made QuESST mandatory for all future first-year resident cohorts. Other institutions should explore the value of QuESST or a similar curriculum for enhancing resident competence in quality and patient safety.

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“…Programs considering using QIKAT to assess curricula should understand these limitations. agreement when scored by the creators of the tool, 13 QI instructors, 14 and creators of the scoring rubric. 15 Although the QIKAT has evidence of validity in content only, residency programs may be using the QIKAT to assess QI curricular effectiveness.…”

Section: Introductionmentioning

confidence: 99%

“…11 The Quality Improvement Knowledge Application Tool (QIKAT) has been used to evaluate QI knowledge acquisition after curricular instruction. [12][13][14][15] The QIKAT assesses differences in resident QI knowledge after curricular instruction, with acceptable to good interrater Objective To assess the ability of the Quality Improvement Knowledge Application Tool (QIKAT) to differentiate between residents who were provided instruction in QI and those who were not, when scored by individuals not involved in designing the QIKAT, its scoring rubric, or QI curriculum instruction.…”

Section: Introductionmentioning

confidence: 99%

Use of the Quality Improvement (QI) Knowledge Application Tool in Assessing Pediatric Resident QI Education

Glissmeyer¹,

Ziniel²,

Moses³

2014

Journal of Graduate Medical Education

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Background Assessing the effectiveness of quality improvement curricula is important to improving this area of resident education. Objective To assess the ability of the Quality Improvement Knowledge Application Tool (QIKAT) to differentiate between residents who were provided instruction in QI and those who were not, when scored by individuals not involved in designing the QIKAT, its scoring rubric, or QI curriculum instruction. Methods The QIKAT and a 9-item self-assessment of QI proficiency were administered to an intervention and a control group. The intervention was a longitudinal curriculum consisting of 8 hours of didactic QI training and 6 workshops providing just-in-time training for resident QI projects. Two uninvolved faculty scored the QIKAT. Results A total of 33 residents in the intervention group and 27 in the control group completed the baseline and postcurriculum QIKAT and self-assessment. QIKAT mean intervention group scores were significantly higher than mean control group scores postcurriculum (P < .001). Absolute QIKAT differences were small (of 15 points, intervention group improved from a mean score of 12.8 to 13.2). Interrater agreement as measured by kappa test was low (0.09). Baseline self-assessment showed no differences, and after instruction, the intervention group felt more proficient in QI knowledge than controls in 4 of 9 domains tested. Conclusions The QIKAT detected a statistically significant improvement postintervention, but the absolute differences were small. Self-reported gain in QI knowledge and proficiency agreed with the results of the QIKAT. However, QIKAT limitations include poor interrater agreement and a scoring rubric that lacks specificity. Programs considering using QIKAT to assess curricula should understand these limitations.

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An Experiential Interdisciplinary Quality Improvement Education Initiative

Cited by 52 publications

References 10 publications

Quality education: A pilot quality improvement curriculum for psychiatry residents

Quality education: A pilot quality improvement curriculum for psychiatry residents

Quality Education and Safe Systems Training (QuESST): Development and Assessment of a Comprehensive Cross-Disciplinary Resident Quality and Patient Safety Curriculum

Use of the Quality Improvement (QI) Knowledge Application Tool in Assessing Pediatric Resident QI Education

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