Quality Improvement and Patient Safety Milestones for the Continuum of Physician Development

Nagy, Christopher J.; Zernzach, Randall C.; Jones, Woodson S.; Bowe, Sarah N.; Rodriguez, Rechell G.

doi:10.4300/jgme-06-04-46

Cited by 5 publications

(2 citation statements)

References 3 publications

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“…Development of clinical simulation-based QI/PI curricula portend exciting research, scholarship, and professional development opportunities. [16][17][18] A number of challenges were encountered, including limited protected time for faculty, residents, clinical simulation educators, and staff. There were scheduling conflicts encountered when coordinating with multiple training programs.…”

Section: (21) 78 (79)mentioning

confidence: 99%

A Simulation-Based Workshop to Improve Residents' Collaborative Clinical Practice

Crawford

Monks

Mendez

et al. 2019

Journal of Graduate Medical Education

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Background The Accreditation Council for Graduate Medical Education expects residents to attain competency in systems-based practice by advocating for quality patient care, working in interprofessional teams, and implementing system solutions to prevent errors. Diabetes in pregnancy was identified as an area for improvement through comprehensive interdisciplinary and interprofessional care.Objective An interdisciplinary and interprofessional workshop was created by 3 regional academic institutions to improve collaborative practice, clinical knowledge, and clinical judgment of residents.Methods A workshop consisting of 4 clinical simulation stations for ultrasound assessment, glycemic control, hyperglycemic emergencies, and macrosomia complications was designed to address gaps in quality of care. Workshop participants were residents from 6 programs and students in nursing, pharmacy, and sonography. Attitude and clinical knowledge were measured preworkshop and postworkshop, and at 3-month and 6-to 7-month follow-up.Results There were increases in average clinical knowledge scores across time points from residents: 56.4% preworkshop, 64.8% postworkshop, 66.0% at 3-month follow-up, and 68.1% at 6-to 7-month follow-up. Additionally, participants reported positive attitudes toward interprofessional education and indicated high overall satisfaction.Conclusions Residents demonstrated improved knowledge and attitudes toward interprofessional training after participating in a large-scale simulation workshop focused on the care of patients with diabetes in pregnancy.

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Section: (21) 78 (79)mentioning

confidence: 99%

A Simulation-Based Workshop to Improve Residents' Collaborative Clinical Practice

Crawford

Monks

Mendez

et al. 2019

Journal of Graduate Medical Education

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“…There are few practical guides or examples for establishing a successful QI curriculum in the internal medicine subspecialties (including nephrology). Nagy et al (9) have presented a set of general, nonspecialty-specific QI and patient safety milestones for the "continuum of physician development," which define a proficient clinical faculty member and a competent advanced specialty resident or subspecialty fellow (9). This schema incorporates specific examples of what a subspecialty fellow must show to be deemed competent in QI and patient safety.…”

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

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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.

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Aligning Education With Health Care Transformation: Identifying a Shared Mental Model of “New” Faculty Competencies for Academic Faculty

et al. 2018

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Quality Improvement and Patient Safety Milestones for the Continuum of Physician Development

Cited by 5 publications

References 3 publications

A Simulation-Based Workshop to Improve Residents' Collaborative Clinical Practice

A Simulation-Based Workshop to Improve Residents' Collaborative Clinical Practice

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

Aligning Education With Health Care Transformation: Identifying a Shared Mental Model of “New” Faculty Competencies for Academic Faculty

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