Incorporating Quality Improvement into Resident Education: Structured Curriculum, Evaluation, and Quality Improvement Projects

Clarke, Michelle J.; Steffens, Fay L.; Mallory, Grant W.; Starr, Stephanie R.; Porter, Burdett R.; Krauss, William E.; Dankbar, Eugene C.

doi:10.1016/j.wneu.2019.02.214

Cited by 17 publications

(17 citation statements)

References 19 publications

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“…It has also presented unique challenges in the healthcare quality improvement (QI) sphere and highlighted the need for a dynamic approach that enables QI structures and policies to adapt to the pandemic environment [ 2 ]. QI principles offer useful strategies for implementing and sustaining meaningful change [ 3 ] and staff trained in QI principles can play a critical role in responding to these emerging challenges by accelerating the pace of learning [ 4 ]. QI is increasingly being recognised as an important skill for healthcare professionals [ 5 ] and is an important component of medical education and training [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Virtual adaptation of traditional healthcare quality improvement training in response to COVID-19: a rapid narrative review

et al. 2020

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Background Information and communication technology are playing a major role in ensuring continuity of healthcare services during the COVID-19 pandemic. The pandemic has also disrupted healthcare quality improvement (QI) training and education for healthcare professionals and there is a need to rethink the way QI training and education is delivered. The purpose of this rapid evidence review is to quickly, but comprehensively collate studies to identify what works and what does not in delivering QI training and education using distance learning modalities. Methods Three healthcare databases were searched along with grey literature sources for studies published between 2015 and 2020. Studies with QI training programmes or courses targeting healthcare professionals and students with at least one component of the programme being delivered online were included. Results A total of 19 studies were included in the review. Most studies had a mixed methods design and used blended learning methods, combining online and in-person delivery modes. Most of the included studies reported achieving desired outcomes, including improved QI knowledge, skills and attitudes of participants and improved clinical outcomes for patients. Some benefits of online QI training delivery include fewer required resources, reduced need for on-site instructors, increased programme reach, and more control and flexibility over learning time for participants. Some limitations of online delivery modes include limited learning and networking opportunities, functional and technical problems and long lead time for content adaptation and customisation. Discussion The review highlights that distance learning approaches to QI help in overcoming barriers to traditional QI training. Some important considerations for those looking to adapt traditional programmes to virtual environments include balancing virtual and non-virtual methods, using suitable technological solutions, customising coaching support, and using multiple criteria for programme evaluation. Conclusion Virtual QI and training of healthcare professionals and students is a viable, efficient, and effective alternative to traditional QI education that will play a vital role in building their competence and confidence to improve the healthcare system in post-COVID environment.

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Section: Introductionmentioning

confidence: 99%

Virtual adaptation of traditional healthcare quality improvement training in response to COVID-19: a rapid narrative review

et al. 2020

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“…19 Multiple studies looking at orthopedic, neurosurgery, and vascular surgery residents have demonstrated success in quality improvement initiatives and education. [20][21][22] Residents overall felt that there was significant value added to their education and future careers by taking part in quality improvement projects. [20][21][22] Residents additionally demonstrated a statistically significant improvement in their ability to organize and lead quality improvement projects following their introduction and training.…”

Section: Discussionmentioning

confidence: 99%

“…[20][21][22] Residents overall felt that there was significant value added to their education and future careers by taking part in quality improvement projects. [20][21][22] Residents additionally demonstrated a statistically significant improvement in their ability to organize and lead quality improvement projects following their introduction and training. 20,21 Similarly, at our institution, residents have continued to champion quality improvement projects with shareholders using the aid of DMS tools.…”

Section: Discussionmentioning

confidence: 99%

Resident-Driven Holistic Lean Daily Management System to Enhance Care Experience at a Safety Net Hospital

Tresh

Cohen

Mmonu

et al. 2020

Urology

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OBJECTIVE To describe the use of Lean in urology at Zuckerberg San Francisco General, a community safetynet and trauma hospital that serves as a major teaching site for the University of California San Francisco. METHODS We examined our process improvement activities from 2016 to 2018. Our Lean Daily Management System (DMS) includes a 15-minute team huddle ("urology Lean work") of service residents, faculty, clinic and operating room nursing staff, and anesthesia liaisons. Our DMS also includes a 5minute preoperative huddle. Besides team-building, urology Lean work surfaces logistics, safety or equipment improvement ideas, and ensures progress and completion of initiated projects. RESULTS Over a 2-year period we developed and completed 67 projects. Projects impacted the outpatient setting (57%), followed by the operating room (22%), the Urology service (12%), and inpatient setting (9%). We completed projects in the following domains: safety (26%), quality (22%), care experience (21%), workforce care and development (13%), equity (11%), and financial stewardship (7%). Urology Lean work reduced new patient clinic access time (119-21 days) and Bacillus Calmette-Gu erin in clinic treatment time (180-105 minutes). The average proportion of urology on-time surgeries was better than the overall surgery on-time surgeries (71% v 61%). CONCLUSION Urology Lean work successfully applied DMS in a service specific yet holistic approach. Urology Lean work improved resident engagement in quality and safety endeavors and served as a DMS model throughout perioperative and clinic areas. UROLOGY 140: 56−63, 2020.

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“…It has also presented unique challenges in the healthcare quality improvement (QI) sphere and highlighted the need for a dynamic approach that enables QI structures and policies to adapt to the pandemic environment [2]. QI principles offer useful strategies for implementing and sustaining meaningful change [3] and staff trained in QI principles can play a critical role in responding to these emerging challenges by accelerating the pace of learning [4]. QI is increasingly being recognised as an important skill for healthcare professionals [5] and is an important component of medical education and training [6].…”

Section: Introductionmentioning

confidence: 99%

Virtual adaptation of healthcare quality improvement training programmes in response to COVID-19: A rapid narrative review

Khurshid

Brún

Moore

et al. 2020

Preprint

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Information and communication technology is playing a major role in ensuring continuity of healthcare services during the COVID-19 pandemic. The pandemic has also disrupted healthcare quality improvement (QI) training and education for healthcare professionals and there is a need to rethink the way QI training and education is delivered. The purpose of this rapid evidence review is to quickly but comprehensively collate studies to identify what works and what does not in delivering QI training and education using distance-learning modalities. Three healthcare databases were searched along with grey literature sources for studies published between 2015 and 2020. Studies with QI training programmes or courses targeting healthcare professionals and students with at least one component of the programme being delivered online were included. A total of nineteen studies were included in the review. Most studies had a mixed methods design and used blended learning methods, combining online and in-person delivery modes. Most of the included studies reported achieving desired outcomes, including improved QI knowledge, skills and attitudes of participants and improved clinical outcomes for patients. Some benefits of online QI training delivery include fewer required resources, reducing the need for on-site instructors, increased programme reach, and more control and flexibility over learning time for participants. Some limitations of online delivery modes include limited learning and networking opportunities, functional and technical problems and long lead time for content adaptation and customization. The review highlights that distance learning approaches to QI help in overcoming barriers to traditional QI training. Virtual training environment holds great potential in delivering standardised training and distance collaborations which will be of utmost importance in the post-COVID environment. The review offers guidance on important questions to be considered in delivering QI programmes through distance learning modes.

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Incorporating Quality Improvement into Resident Education: Structured Curriculum, Evaluation, and Quality Improvement Projects

Cited by 17 publications

References 19 publications

Virtual adaptation of traditional healthcare quality improvement training in response to COVID-19: a rapid narrative review

Virtual adaptation of traditional healthcare quality improvement training in response to COVID-19: a rapid narrative review

Resident-Driven Holistic Lean Daily Management System to Enhance Care Experience at a Safety Net Hospital

Virtual adaptation of healthcare quality improvement training programmes in response to COVID-19: A rapid narrative review

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