Teaching Quality Improvement and Patient Safety in Residency Education

Morrison, Robert; Bowe, Sarah N.; Brenner, Michael

doi:10.1001/jamaoto.2017.1317

Cited by 18 publications

(7 citation statements)

References 9 publications

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“…Medicine is collaborative, 24 and increasingly focused on experiential learning. 25 Virtual learning has tremendous potential for collaborative multidisciplinary efforts. The needs of patients with tracheostomies frequently traverse traditional cross-specialty boundaries, requiring collaboration and communication between multiple teams.…”

Section: Discussionmentioning

confidence: 99%

Multidisciplinary Tracheostomy Quality Improvement in the COVID-19 Pandemic: Building a Global Learning Community

Swords

Bergman

Wilson-Jeffers

et al. 2020

Ann Otol Rhinol Laryngol

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Objectives: To report experience with a global multidisciplinary tracheostomy e-learning initiative Methods: An international multidisciplinary panel of experts convened to build a virtual learning community for tracheostomy care, comprising a web-based platform, five distance learning (interactive webinar) sessions, and professional discourse over 12 months. Structured pre- and post-webinar surveys were disseminated to global participants including otolaryngologists, intensivists, nurses, allied health professionals, and patients/caregivers. Data were collected on audio-visual fidelity, demographics, and pre- and post-tutorial assessments regarding experience and skill acquisition. Participants reported confidence levels for NICU, pediatric, adult, and family care, as well as technical skills, communication, learning, assessment, and subdomains. Results: Participants from 197 institutions in 22 countries engaged in the virtual education platform, including otolaryngologists, speech pathologists, respiratory therapists, specialist nurses, patients, and caregivers. Significant improvements were reported in communication ( P < .0001), clinical assessments ( P < .0001), and clinical governance ( P < .0001), with positive impact on pediatric decannulation ( P = .0008), adult decannulation ( P = .04), and quality improvement ( P < .0001). Respondents reported enhanced readiness to integrate knowledge into practice. Barriers included time zones, internet bandwidth, and perceived difficulty of direct clinical translation of highly technical skills. Participants rated the implementation highly in terms of length, ability for discussion, satisfaction, applicability to professional practice, and expertise of discussants (median scores: 4, 4, 4, 4 and 5 out of 5). Conclusions: Virtual learning has dominated the education landscape during COVID-19 pandemic, but few data are available on its effectiveness. This study demonstrated feasibility of virtual learning for disseminating best practices in tracheostomy, engaging a diverse, multidisciplinary audience. Learning of complex technical skills proved a hurdle, however, suggesting need for hands-on experience for technical mastery. While interactive videoconferencing via webinar affords an engaging and scalable strategy for sharing knowledge, further investigation is needed on clinical outcomes to define effective strategies for experiential online learning and virtual in-service simulations.

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Section: Discussionmentioning

confidence: 99%

Multidisciplinary Tracheostomy Quality Improvement in the COVID-19 Pandemic: Building a Global Learning Community

Swords

Bergman

Wilson-Jeffers

et al. 2020

Ann Otol Rhinol Laryngol

Self Cite

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“…The Flexnerian paradigm of undergraduate medical education, while transformative in its time, was over a century old and had overreliance on passive learning in rigid format. Newer innovations emphasized deeper engagement, such as flipped classrooms, experiential learning, and even reverse mentoring . The COVID-19 pandemic has underscored the importance of addressing social determinants of health, placing newfound emphasis on improving diversity, mitigating health care disparities, and achieving racial justice …”

Section: Evolution Of the Mentoring Landscapementioning

confidence: 99%

New Age Mentoring and Disruptive Innovation—Navigating the Uncharted With Vision, Purpose, and Equity

Ahmadmehrabi

Farlow

Wamkpah

et al. 2021

JAMA Otolaryngol Head Neck Surg

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“…These methods will empower the residents to be the future quality improvement and patient safety leaders and positively impact the quality of care and safety during residency. 20,21 Saudi Commission for Health Specialties (SCFHS) is the regulatory body that oversees postgraduate medical education in Saudi Arabia. SCFHS included education in QIPS as a requirement for the residency training programs recognition and the institutes' accreditation standards.…”

Section: Introductionmentioning

confidence: 99%

“…These methods will empower the residents to be the future quality improvement and patient safety leaders and positively impact the quality of care and safety during residency. 20 , 21 …”

Section: Introductionmentioning

confidence: 99%

Quality Improvement and Patient Safety Education in Internal Medicine Residency Training Program: An Exploratory Qualitative Study

Qarni¹,

Al-Nasser²,

Alzahem³

et al. 2021

AMEP

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Background: Quality improvement and patient safety (QIPS) are a global health priority. Accordingly, QIPS education in medical education became mandatory. Despite that, information about QIPS education in postgraduate training in Saudi Arabia is limited. This study aimed to explore the educational aspects of QIPS in the internal medicine residency training program at King Abdulaziz Hospital in Al Ahsa, Saudi Arabia. Methods: This was a qualitative study employing the constructivist grounded theory approach. The sample size was determined using the theoretical saturation point, and we utilized a purposeful sampling technique. A semi-structured interview was used for data collection and was conducted between September 6 and October 20, 2020. Results: Twenty-two internal medicine trainee residents were required to serve the study purpose. The emerged themes were organized under awareness, education, barriers and opportunities and improvement priorities. Awareness of participants about the QIPS concept, importance, and value of education was found. The participants did not recognize specific dedicated QIPS education components under the structured training program. However, they recognized participation in patient safety-oriented activities but not in quality improvement activities. Consultants' observations and written exams were perceived as the assessment tools. Barriers including time limitation and opportunities including participation in quality improvement projects were identified. Participants suggested making QIPS education mandatory under the training program as an improvement priority. Conclusion:This study highlighted the awareness of internal medicine residents of the QIPS concept, importance, and value of QIPS education. However, we found crucial gaps related to education including lack of a dedicated QIPS component under the training program. There is a need for multicenter studies to measure the magnitude of our findings for improvement of QIPS education in residency training in Saudi Arabia. This is the first study about QIPS education in residency training in Saudi Arabia up to our best knowledge.

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Teaching Quality Improvement and Patient Safety in Residency Education

Cited by 18 publications

References 9 publications

Multidisciplinary Tracheostomy Quality Improvement in the COVID-19 Pandemic: Building a Global Learning Community

Multidisciplinary Tracheostomy Quality Improvement in the COVID-19 Pandemic: Building a Global Learning Community

New Age Mentoring and Disruptive Innovation—Navigating the Uncharted With Vision, Purpose, and Equity

Quality Improvement and Patient Safety Education in Internal Medicine Residency Training Program: An Exploratory Qualitative Study

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