Common Core Curriculum for Quality and Safety: A Novel Instrument for Cultivating Trainee Engagement in Quality Improvement and Patient Safety

Nagy, Christopher J.; Zernzach, Randall C.; Jones, Woodson S.; Higgs, Jay B.; Bowe, Sarah N.; Boggs, Richard A.

doi:10.4300/jgme-d-14-00649.1

Cited by 6 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…All trainees at our institution must complete the Institute for Healthcare Improvement Open School Basic Certificate 4,5 . The web‐based modules served as the foundation upon which faculty‐led lectures were developed to reinforce the key principles from each topic (see Appendix A at http://www.otojournal.org/supplemental).…”

Section: Methodsmentioning

confidence: 99%

Programmatic Assessment of a Comprehensive Quality Improvement Curriculum in an Otolaryngology Residency

Bowe

Laury

Kepchar

et al. 2016

Otolaryngol.--head neck surg.

Self Cite

View full text Add to dashboard Cite

To date, there is minimal literature discussing quality improvement curricula in otolaryngology. Herein, we present our program, including didactic, web-based, and experiential learning, developed in the setting of a preexisting institutional quality and safety policy. Nine otolaryngology residents were evaluated with assessments focused on learner satisfaction, learner attitudes, and knowledge acquisition according to the Kirkpatrick framework. Wilcoxon signed-rank test was used to compare results. While the total score increased across all assessments, it was significant for only the Quality Improvement Knowledge Application Tool Revised (P < .05). We find our initial learning outcomes encouraging and hope that our comprehensive curriculum can serve as a resource to other programs, which can be adapted to fit within the context of variable training environments. Furthermore, it is imperative to consider continuous assessment and refinement of any educational program, using the same quality improvement principles that we endeavor to teach.

show abstract

Section: Methodsmentioning

confidence: 99%

Programmatic Assessment of a Comprehensive Quality Improvement Curriculum in an Otolaryngology Residency

Bowe

Laury

Kepchar

et al. 2016

Otolaryngol.--head neck surg.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Nephrology-specific quality content would include nephrology-relevant quality measures and nephrology payment models in CKD and ESKD. Participants in the curriculum should be assessed on their QI knowledge and engagement using existing instruments (5,6). For instance, a QI curriculum could improve home dialysis rates by teaching nephrologists-in-training about homerelated payment adjustments and providing the tools to design and refine QI interventions to improve home modality uptake.…”

Section: Nephrology-specific Qi Curriculamentioning

confidence: 99%

Preparing the Nephrology Workforce for the Transformation to Value-Based Kidney Care

Tummalapalli

Peralta

2019

CJASN

View full text Add to dashboard Cite

“…This schema incorporates specific examples of what a subspecialty fellow must show to be deemed competent in QI and patient safety. Nagy et al (10) have further defined a general Common Core curriculum for Quality and Safety (the C3QS) designed to help training institutions address the CLER Pathways to Excellence in QI. After completing baseline online didactic training, points are awarded for a variety of QI activities, most of which require involvement in division-, department-, or hospital-level performance improvement (PI) projects and committees.…”

Section: General Medicine Specialty Qi Curriculamentioning

confidence: 99%

Integrating Quality Improvement Education into the Nephrology Curricular Milestones Framework and the Clinical Learning Environment Review

Prince¹,

Little²,

Schexneider

et al. 2016

CJASN

View full text Add to dashboard Cite

The Accreditation Council for Graduate Medical Education requires that trainees show progressive milestone attainment in the practice-based learning and systems-based practice competencies. As part of the Clinical Learning Environment Review, sponsoring hospitals must educate trainees in health care quality improvement, provide them with specialty-specific quality data, and ensure trainee participation in quality improvement activities and committees. Subspecialty-specific quality improvement curricula in nephrology training programs have not been reported, although considerable curricular and assessment material exists for specialty residencies, including tools for assessing trainee and faculty competence. Nephrology-specific didactic material exists to assist nephrology fellows and faculty mentors in designing and implementing quality improvement projects. Nephrology is notable among internal medicine subspecialties for the emphasis placed on adherence to quality thresholds-specifically for chronic RRT shown by the Centers for Medicare and Medicaid Services Quality Incentive Program. We have developed a nephrology-specific curriculum that meets Accreditation Council for Graduate Medical Education and Clinical Learning Environment Review requirements, acknowledges regulatory quality improvement requirements, integrates with ongoing divisional quality improvement activities, and has improved clinical care and the training program. In addition to didactic training in quality improvement, we track trainee compliance with Kidney Disease Improving Global Outcomes CKD and ESRD quality indicators (emphasizing Quality Improvement Program indicators), and fellows collaborate on a yearly multidisciplinary quality improvement project. Over the past 6 years, each fellowship class has, on the basis of a successful quality improvement project, shown milestone achievement in Systems-Based Practice and Practice-Based Learning. Fellow quality improvement projects have improved nephrology clinical care within the institution and introduced new educational and assessment tools to the training program. All have been opportunities for quality improvement scholarship. The curriculum prepares fellows to apply quality improvement principals in independent clinical practice-while showing milestone advancement and divisional compliance with Clinical Learning Environment Review requirements.

show abstract

Common Core Curriculum for Quality and Safety: A Novel Instrument for Cultivating Trainee Engagement in Quality Improvement and Patient Safety

Cited by 6 publications

References 0 publications

Programmatic Assessment of a Comprehensive Quality Improvement Curriculum in an Otolaryngology Residency

Programmatic Assessment of a Comprehensive Quality Improvement Curriculum in an Otolaryngology Residency

Preparing the Nephrology Workforce for the Transformation to Value-Based Kidney Care

Integrating Quality Improvement Education into the Nephrology Curricular Milestones Framework and the Clinical Learning Environment Review

Contact Info

Product

Resources

About