X + Y = Time for QI: Meaningful Engagement of Residents in Quality Improvement During the Ambulatory Block

Johnson, Krista; Fiordellisi, Wendy; Kuperman, Ethan; Wickersham, Alexis; Kuehn, Carly; Kamath, Aparna; Szot, Joseph F.; Suneja, Manish

doi:10.4300/jgme-d-17-00761.1

Cited by 15 publications

(23 citation statements)

References 26 publications

(31 reference statements)

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“…Learner self-efficacy scores (reflecting their confidence in QI concepts and process mastery) showed the highest increase from course pre-test to post-test compared to our other factors evaluated. This finding that a MOOC-delivered course in QI can produce this level of improvement in self-efficacy is consistent with other assessments of QI education using more traditional course delivery formats (Baernholdt et al., 2019; Gregory et al., 2018; Johnson et al., 2018). The large improvement in learner self-efficacy found in this study is important because, in general, higher levels of self-efficacy are associated with higher levels of performing a behaviour (Artino, 2012).…”

Section: Discussionsupporting

confidence: 88%

Quality improvement education innovation: evaluation of Coursera MOOC ‘Take the Lead on Healthcare Quality Improvement’

Reese

Dolansky

Moore

et al. 2021

Journal of Research in Nursing

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Background Massive open online courses have the potential to enable dissemination of essential components of quality improvement learning. Subsequent to conducting the massive open online course ‘Take the Lead on Healthcare Quality Improvement’, this paper is a report of the evaluation of the course’s effectiveness in increasing healthcare professionals’ quality improvement knowledge, attitudes, self-efficacy and systems thinking. Methods Using the Kirkpatrick model for evaluation, a pretest–posttest design was employed to measure quality improvement knowledge, attitude, self-efficacy and systems thinking. Interprofessional learners across the globe enrolled in the 5-week online course that consisted of 10 modules (short theory bursts, assignments and assessments). The objective of the course was to facilitate learners’ completion of a personal or clinical project. Of the 5751 learners enrolled, 1415 completed the demographic survey, and 88 completed all the surveys, assignments and assessments. This paper focuses on the 88 who completed the course. Results There was a significant 14% increase in knowledge, a 3.5% increase in positive attitude, a 3.9% increase in systems thinking and a 21% increase in self-efficacy. Learners were very satisfied with the course (8.9/10). Conclusions Learners who completed the course ‘Take the Lead on Healthcare Quality Improvement’ had significant gains in learner outcomes: quality improvement knowledge, attitude, self-efficacy and systems thinking supporting this course format’s efficacy in improving key components of students’ quality improvement capabilities.

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Section: Discussionsupporting

confidence: 88%

Quality improvement education innovation: evaluation of Coursera MOOC ‘Take the Lead on Healthcare Quality Improvement’

Reese

Dolansky

Moore

et al. 2021

Journal of Research in Nursing

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“…Since community-based faculty are so often busy with patient care demands, prospective QIPS projects can be perceived as "just one more thing to be done". 7,9,10,12,24 Still, our Te4Q learners generally indicated that their project planning was made more manageable by proactively planning their project schedules based on provided timeline templates. Several learners also stated that the resources SCS coaches had provided them helped them save time.…”

Section: Discussionmentioning

confidence: 94%

“…[3][4][5][6] Community-based GME officials may be especially challenged meeting accreditation standards due to barriers including: 1) lack of time, 2) inadequate training and experience, and 3) lack of resources and knowledge required to complete SA projects and disseminate results. [7][8][9][10][11][12] To address SA accreditation standards, the Statewide Campus System (SCS) at Michigan State University's College of Osteopathic Medicine (MSUCOM) 13 has offered the Association of American Medical Colleges' (AAMC) Teaching for Quality (Te4Q) Program for two cohorts of community-based faculty. 14 SCS customized the program to overcome the barriers typically faced by community-based program faculty by training cohorts of learners through a consortium model.…”

Section: Introductionmentioning

confidence: 99%

Delivering the AAMC “Teaching for Quality” Program through a Community-Based GME Collaborative: Lessons Learned to Date

Church

Corser

Rohrer

et al. 2018

Spartan Medical Research Journal

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CONTEXT CONTEXT To address scholarly activity (SA) accreditation standards, the Michigan State University's College of Osteopathic Medicine Statewide Campus System has offered the Association of American Medical Colleges' (AAMC) Teaching for Quality Program for two cohorts of community-based faculty. The purpose of this paper was to describe the design and delivery of the customized program, the authors' initial lessons learned, and their plans for further evaluation and dissemination. METHODS METHODS The authors customized the program to overcome the barriers typically faced by community-based program faculty learners through a graduate medical education (GME) consortium model. This was the first time this program was delivered in this manner RESULTS RESULTS The authors' initial cohort of 19 learners successfully developed 15 projects, with two pairs of learners collaborating on projects. The second cohort of 15 learners developed 11 projects, with one pair of learners collaborating. The authors present a series of principles for community-based GME leaders striving to develop SA projects in their respective GME environments. CONCLUSIONS CONCLUSIONS The "consortium advantage" derived from entities such as the SCS may prove integral to efficiently coordinating SA project resources and knowledge across diverse GME systems.

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“…Several studies have used objective scoring measures in combination with self-assessment surveys to demonstrate curriculum success. 14,15,[17][18][19][20][21] To our knowledge, only two studies 20,21 have used the QIKAT-R, which was developed to address subjectivity and inconsistent reliability noted in the original version. 8 Our results show a larger improvement from pre-to post-curriculum scores with a difference of 9.6, compared with 2 and 3.3 in comparative studies; however, the mean post-curriculum score of 16.6 falls in-between these studies (15.3 and 19.1).…”

Section: Discussionmentioning

confidence: 99%

Re-thinking How We Teach Quality Improvement: Adding Meaning to an ACGME Requirement

et al. 2019

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BACKGROUND: Many residency programs have struggled to meaningfully meet the ACGME quality improvement (QI) requirements. Similarly, our residents were receiving limited QI education, and their longitudinal projects were ineffective. AIM: Create an integrated didactic and experiential learning environment that equips residents to become leaders of QI. SETTING AND PARTICIPANTS: Internal medicine (IM) residency program of 45 residents in a large community hospital. PROGRAM DESCRIPTION: This curriculum included eight content areas. Games, real-life application, and project celebrations cultivated engagement. Sessions occurred during residents' 2-week outpatient rotations. Project development was standardized. PROGRAM EVALUATION: The QI Knowledge Application Tool-Revised (QIKAT-R) and separate surveys were used before and after the curriculum's implementation to evaluate resident QI knowledge and confidence, respectively. We also tracked QI scholarship and faculty engagement. Mean QIKAT-R scores improved significantly from 7.0 (SD 2.9) at baseline to 16.6 (SD 4.7) post-curriculum (n = 37 pairs, p = 0.043). Residents' adverse event reporting increased from 44% (19/43) at baseline to 90% (28/31) post-curriculum. Seven presentations were accepted for local, regional, and national conferences, compared with one presentation the preceding year. DISCUSSION: A QI curriculum can be successfully integrated in a B4 + 2^program.

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X + Y = Time for QI: Meaningful Engagement of Residents in Quality Improvement During the Ambulatory Block

Cited by 15 publications

References 26 publications

Quality improvement education innovation: evaluation of Coursera MOOC ‘Take the Lead on Healthcare Quality Improvement’

Quality improvement education innovation: evaluation of Coursera MOOC ‘Take the Lead on Healthcare Quality Improvement’

Delivering the AAMC “Teaching for Quality” Program through a Community-Based GME Collaborative: Lessons Learned to Date

Re-thinking How We Teach Quality Improvement: Adding Meaning to an ACGME Requirement

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