An Organizational Framework for the AMI ACC-GAP™ Project

Comparative care and outcomes for acute coronary syndromes in Central and Eastern European Transitional countries: A review of the literature

“…31 Similar non-randomised, evidence for the effectiveness of quality improvement initiatives (through data collection, and collective approaches to care) has been provided from the AMI ACC-GAP project. 32 –34…”

“…31 Similar non-randomised, evidence for the effectiveness of quality improvement initiatives (through data collection, and collective approaches to care) has been provided from the AMI ACC-GAP project. [32][33][34] The lack of uniformity in reporting care and outcomes across the CEET countries (similarly to Western European countries) hinders realistic comparison within Eastern European countries and externally with Western counterparts. This is important when (a) cardiovascular disease accounts for the greatest number of deaths in Europe, (b) there are European guidelines for the management of ACS and (c) when the American Institute of Medicine has identified that the collection of standardised, timely and complete data would facilitate benchmarking and comparative effectiveness analyses.…”

Quality Improvement in Skilled Nursing Facilities for Residents With Alzheimer’s Disease

“…The QI model used for this activity was based on well-established models of performance improvement and QI, including the Institute for Healthcare Improvement Model for Improvement. 7 -10 In this QI activity, data from SNFs participating in the baseline assessment (stage A) were aggregated and compared against data from SNFs participating in reassessment phase (stage C; Table 1).…”

Evaluation of the Performance Improvement CME Paradigm for Pain Management in the Long-Term Care Setting

“…The PI CME model used for this activity was based on the American Medical Association (AMA)‐approved learning format and other well‐established models of performance and quality improvement from other health care domains [3–5], and consisted of three stages: 1) learning from baseline assessment, 2) intervention and action plan implementation, and 3) learning from reassessment. In this PI CME activity, aggregate data and performance were compiled for each participating LTCF rather than individual clinicians, which is consistent with the Institute for Healthcare Improvement paradigm for rapid improvement of clinical practices and other expert consensus recommendations [6,7].…”