Editorial: Faculty Development in Quality Improvement

Myers, Jennifer S.; Jaeger, Jeffrey R.

doi:10.1177/1062860611433640

Cited by 11 publications

(4 citation statements)

References 4 publications

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“…A combination of structured teaching and experiential learning is often the most effective to promote QI learning5 as it provides practical experience with a solid foundation of improvement science. Local and regional programmes in the UK, such as Enabling Doctors in Quality Improvement and Patient Safety (EQuIP)6 (see box 2) and Doctors Advancing Patient Safety (http://www.daps.org.uk), have demonstrated successful projects and learning outcomes from this approach.…”

Section: Educational Approaches To Supporting Qimentioning

confidence: 99%

Supporting colleagues to improve care: educating for quality improvement

Runnacles

Roueché

2014

Arch Dis Child Educ Pract Ed

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Clinicians at the front line of healthcare delivery are very well positioned to identify and improve the system in which they work. Training curricula, however, have not always equipped them with the skills or knowledge to implement change. This article looks at educational approaches to support clinicians to be actively involved with quality improvement (QI). It looks at the role of doctors in postgraduate training (DrPGT) and their educational supervisors and builds on the topics discussed throughout the 'EQUIPPED' article series. Factors for success of a QI education programme and practical ideas for overcoming barriers to supporting clinicians in QI are discussed. We present examples of educational initiatives and a framework for evaluating such programmes, and we examine the role of faculty development to help inspire and support colleagues to improve care.

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Section: Educational Approaches To Supporting Qimentioning

confidence: 99%

Supporting colleagues to improve care: educating for quality improvement

Runnacles

Roueché

2014

Arch Dis Child Educ Pract Ed

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“…2 More importantly, QI is an essential skill for improving patient care and the efficiency of hospital systems. 3 , 4 Increasingly, QI is becoming recognized as a means for scholarship, administrative leadership, and academic promotion. 5 However, in a national survey of practicing pediatric hospitalists, few reported having formal QI training.…”

Section: Introductionmentioning

confidence: 99%

“… 7 Need for faculty training in QI is magnified at academic medical centers, where a lack of faculty mentors is a frequently cited barrier to teaching QI to residents and medical students. 3 , 4 , 8 – 10 …”

Section: Introductionmentioning

confidence: 99%

Learning by Doing: Design and Evaluation of a Quality Improvement Curriculum for Pediatric Hospitalists

Szymusiak

McCormick

2020

Pediatric Quality &Amp; Safety

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Introduction: Quality improvement (QI) is a core competency for Pediatric Hospital Medicine (PHM) and required for maintenance of certification, but many hospitalists lack QI training. This project set out to increase a PHM faculty’s QI knowledge and comfort participating in QI projects, while concurrently applying the skills learned to a QI project in the hospital. Methods: We designed a 4-session curriculum utilizing principles of adult learning. Faculty immediately applied learned concepts to a QI project to increase the percentage of patients who were seen by an attending and billed for on the same day as admission to the PHM service. Attitudinal data and scores on the validated Quality Improvement Knowledge Application Tool- Revised knowledge assessment were compared precurriculum and postcurriculum. A manifest content analysis was carried out for qualitative questions. Results: Twenty faculty (83%) completed the preassessment; 15 (63%) completed the postassessment. Respondents showed statistically significant improvements in their perceived ability to participate in QI projects and their Quality Improvement Knowledge Application Tool- Revised scores. The group completed a QI project that increased revenue for the division. Faculty appreciated that the curriculum was applied to a real QI project and felt they would use the new skills in their daily practice. Discussion: This curricular model based on adult learning theory, with immediate application to a real QI project, conclusively showed attitudinal, knowledge-based, and hospital system-level improvements, and was well received by faculty.

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“…It is our contention that educational approaches to teach DrPGTs improvement methodologies should ensure a supportive environment and include experiential learning on a project, alongside teaching of QI knowledge and systems theory 24. While multidisciplinary collaboration is an essential component for improving quality and safety,4 and therefore was encouraged, this is not the only way to develop a programme aimed at DrPGTs.…”

Section: Introductionmentioning

confidence: 99%