Building Capacity for Quality: A Pilot Co-Learning Curriculum in Quality Improvement for Faculty and Resident Learners

Wong, Brian M.; Goguen, Jeannette; Shojania, Kaveh G

doi:10.4300/jgme-d-13-00051.1

Cited by 31 publications

(33 citation statements)

References 8 publications

(4 reference statements)

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“…After searching the literature, we determined that Wong et al’s [4] curricular model aligned best with our curricular intentions. We mirrored this model as closely as possible.…”

Section: Methodsmentioning

confidence: 99%

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Piloting a patient safety and quality improvement co-curriculum

Kroker-Bode

Whicker

Pline

et al. 2017

Journal of Community Hospital Internal Medicine Perspectives

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Background: Despite the push for resident and faculty involvement in patient safety (PS) and quality improvement (QI), there is limited literature describing programs that train them to conduct PS/QI projects. Objective: To determine the effectiveness of a co-learning PS/QI curriculum. Method: The authors implemented a co-learning (residents and faculty together) PS/QI curriculum within our general Internal Medicine program over 1 year. The curriculum consisted of two workshops, between-session guidance, and final presentation. The authors evaluated effectiveness by self-assessment of attitude, knowledge, and behavior change and PS/QI project completion. Results: Thirty-eight of 32 (95%) resident and 8 faculty member participants attended the workshops and 27 of 40 (67%) completed the evaluation. Participants (87–96%) responded favorably regarding workshop effectiveness. The authors found significant improvement in 78% of items pertaining to PS/QI knowledge/skills, but no difference for attitudinal items. The final project evaluation participants rated project content as relevant to learning needs (75%); training as well-organized (75%); faculty mentorship for the project as supportive (75%); and the overall project as excellent or very good (71%). Conclusion: The authors successfully demonstrated a framework for co-teaching faculty and residents to conduct PS/QI projects. Participants acquired necessary tools to practice in an ever-evolving clinical setting emphasizing a patient-centered and quality-focused environment.

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“…After searching the literature, we determined that Wong et al’s [4] curricular model aligned best with our curricular intentions. We mirrored this model as closely as possible.…”

Section: Methodsmentioning

confidence: 99%

“…Wong et al proposed a PS/QI curricular framework applied across multiple specialties in a GME setting that closely aligns with educational and clinical contexts, with a focus on patient-centered outcomes [4]. These authors emphasized three key principles to the curriculum implementation within their program:…”

Section: Introductionmentioning

confidence: 99%

Piloting a patient safety and quality improvement co-curriculum

Kroker-Bode

Whicker

Pline

et al. 2017

Journal of Community Hospital Internal Medicine Perspectives

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“…From learner factors such as lack of exposure to QIPS concepts to institutional factors such as inadequate incentives for teachers, all of these barriers can make it difficult to integrate QIPS into local programs. Table describes these barriers and possible ways to overcome these …”

Section: Overcoming Qips Educational Barriersmentioning

confidence: 99%

“…Educational programs should develop longitudinal QIPS training programs for trainees, which align with institutional and departmental agendas. This should include interested faculty as previously described in the colearning model, allowing these individuals to also develop QIPS expertise. These faculty members will be available year after year for further initiatives and should be encouraged to seek deeper and broader knowledge in QIPS through formal training programs and channels.…”

Section: Conclusion: a Challenge To Emergency Medicinementioning

confidence: 99%

Teaching Quality Improvement in Emergency Medicine Training Programs: A Review of Best Practices

Mondoux

Chan

Ankel

et al. 2017

AEM Education and Training

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International graduate medical accreditation bodies are placing increasing emphasis on resident education and competency in the principles of quality improvement and patient safety (QIPS). Current QIPS educational curricula are heterogeneous and variably attain stated objectives. We have conducted a review of QIPS curricular best practices and barriers to implementation of successful QIPS curricula and provide clear solutions aimed at overcoming these barriers. Emergency medicine programs provide fertile ground for QIPS initiatives and can become world leaders in QIPS curricular development and education.

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“…One of us (BMW) has some experience with treating faculty and residents as co-learners, both as a way to engage residents and also build capacity among faculty for project supervision and teaching 24. This win-win scenario creates a sense of priority for high-value care for residents when they work alongside their faculty mentors on projects.…”

Section: The Importance Of Faculty Engagementmentioning

confidence: 99%