Quality and Safety in Medical Education

2018 ◽  
pp. 211-218
Author(s):  
Dotun Ogunyemi
Keyword(s):  
Medical Education ◽  
Quality And Safety

US Internal Medicine Program Director Perceptions of Alignment of Graduate Medical Education and Institutional Resources for Engaging Residents in Quality and Safety

2017 ◽  
Vol 33 (4) ◽  
pp. 405-412 ◽  
Author(s):  
Karen M. Chacko ◽  
Andrew J. Halvorsen ◽  
Sara L. Swenson ◽  
Sandhya Wahi-Gururaj ◽  
Alwin F. Steinmann ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Response Rate ◽  
Quality And Safety ◽  
Graduate Medical ◽  
Institutional Leadership ◽  
Adequate Funding ◽  
Institutional Resources ◽  
Residency Program Directors

Alignment between institutions and graduate medical education (GME) regarding quality and safety initiatives (QI) has not been measured. The objective was to determine US internal medicine residency program directors’ (IM PDs) perceived resourcing for QI and alignment between GME and their institutions. A national survey of IM PDs was conducted in the Fall of 2013. Multivariable linear regression was used to test association between a novel Integration Score (IS) measuring alignment between GME and the institution via PD perceptions. The response rate was 72.6% (265/365). According to PDs, residents were highly engaged in QI (82%), but adequate funding (14%) and support personnel (37% to 61%) were lower. Higher IS correlated to reports of funding for QI (76.3% vs 54.5%, P = .012), QI personnel (67.3% vs 41.1%, P < .001), research experts (70.5% vs 50.0%, P < .001), and computer experts (69.0% vs 45.8%, P < .001) for QI assistance. Apparent mismatch between GME and institutional resources exists, and the IS may be useful in measuring GME–institutional leadership alignment in QI.

scholarly journals Quality and Safety Training in Primary Care: Making an Impact

2012 ◽  
Vol 4 (4) ◽  
pp. 510-515 ◽  
Author(s):  
John M. Byrne ◽  
Susan Hall ◽  
Sam Baz ◽  
Todd Kessler ◽  
Maher Roman ◽  
...  
Keyword(s):  
Primary Care ◽  
Medical Education ◽  
Patient Safety ◽  
Graduate Medical Education ◽  
Chief Resident ◽  
Full Time ◽  
Quality And Safety ◽  
Knowledge Test ◽  
Graduate Medical ◽  
Quality And Patient Safety

Abstract Purpose Preparing residents for future practice, knowledge, and skills in quality improvement and safety (QI/S) is a requisite element of graduate medical education. Despite many challenges, residency programs must consider new curricular innovations to meet the requirements. We report the effectiveness of a primary care QI/S curriculum and the role of the chief resident in quality and patient safety in facilitating it. Method Through the Veterans Administration Graduate Medical Education Enhancement Program, we added a position for a chief resident in quality and patient safety, and 4 full-time equivalent internal medicine residents, to develop the Primary Care Interprofessional Patient-Centered Quality Care Training Curriculum. The curriculum includes a first-or second-year, 1-month block rotation that serves as a foundational experience in QI/S and interprofessional care. The responsibilities of the chief resident in quality and patient safety included organizing and teaching the QI/S curriculum and mentoring resident projects. Evaluation included prerotation and postrotation surveys of self-assessed QI/S knowledge, abilities, skills, beliefs, and commitment (KASBC); an end-of-the-year KASBC; prerotation and postrotation knowledge test; and postrotation and faculty surveys. Results Comparisons of prerotation and postrotation KASBC indicated significant self-assessed improvements in 4 of 5 KASBC domains: knowledge (P &lt; .001), ability (P &lt; .001), skills (P &lt; .001), and belief (P &lt; .03), which were sustained on the end-of-the-year survey. The knowledge test demonstrated increased QI/S knowledge (P  =  .002). Results of the postrotation survey indicate strong satisfaction with the curriculum, with 76% (25 of 33) and 70% (23 of 33) of the residents rating the quality and safety curricula as always or usually educational. Most faculty members acknowledged that the chief resident in quality and patient safety enhanced both faculty and resident QI/S interest and participation in projects. Conclusions Our primary care QI/S curriculum was associated with improved and persistent resident self-perceived knowledge, abilities, and skills and increased knowledge-based scores of QI/S. The chief resident in quality and patient safety played an important role in overseeing the curriculum, teaching, and providing leadership.

Maintenance of Certification

2007 ◽  
Vol 73 (2) ◽  
pp. 143-147
Author(s):  
Roberts Rhodes
Keyword(s):  
Medical Education ◽  
Quality Of Care ◽  
Continuous Process ◽  
Quality And Safety ◽  
Medical Expertise ◽  
Maintenance Of Certification ◽  
Practice Performance ◽  
Specialty Board ◽  
Requirement Change

Maintenance of Certification® (MOC) is the most recent stage in the evolution of specialty board certification. Driven by increasing concerns over the quality and safety of medical care, MOC represents a change in the frequency and the nature of the requirements of existing recertification. Under MOC, the every 10-year snapshot of professionalism, participation in continuing medical education, and medical expertise that are part of current recertification will become a more continuous process. MOC adds the assessment of practice performance to these measures and represents a philosophical change as well as a requirement change. The focus of these assessments is for improvement rather than judgment. The extent to which MOC succeeds will reflect surgeons’ ability to improve the quality of care through voluntary efforts.

Emergency immunoprophylaxis of tetanus in the practice of specialists with secondary medical education

2021 ◽  
pp. 7-14
Author(s):  
Larisa Vasilievna Guseva
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Tetanus Toxoid ◽  
Quality And Safety ◽  
Urgent Problem ◽  
Tetanus Immunization

The article is devoted to an urgent problem of public health, i.e. ensuring the quality and safety of emergency tetanus immunization. The issues of storage of immunobiological drugs are considered. The technology of administration of tetanus toxoid and anti-tetanus serum is presented.

Effects of efforts to optimise morbidity and mortality rounds to serve contemporary quality improvement and educational goals: a systematic review

2017 ◽  
Vol 27 (1) ◽  
pp. 74-84 ◽  
Author(s):  
Andrew Smaggus ◽  
Marko Mrkobrada ◽  
Alanna Marson ◽  
Andrew Appleton
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Quality Improvement ◽  
Educational Outcomes ◽  
Morbidity And Mortality ◽  
Control Group ◽  
Educational Goals ◽  
Quality And Safety ◽  
Study Quality ◽  
Safety Issues

BackgroundThe quality and safety movement has reinvigorated interest in optimising morbidity and mortality (M&M) rounds. We performed a systematic review to identify effective means of updating M&M rounds to (1) identify and address quality and safety issues, and (2) address contemporary educational goals.MethodsRelevant databases (Medline, Embase, PubMed, Education Resource Information Centre, Cumulative Index to Nursing and Allied Health Literature, Healthstar, and Global Health) were searched to identify primary sources. Studies were included if they (1) investigated an intervention applied to M&M rounds, (2) reported outcomes relevant to the identification of quality and safety issues, or educational outcomes relevant to quality improvement (QI), patient safety or general medical education and (3) included a control group. Study quality was assessed using the Medical Education Research Study Quality Instrument and Newcastle-Ottawa Scale-Education instruments. Given the heterogeneity of interventions and outcome measures, results were analysed thematically.ResultsThe final analysis included 19 studies. We identified multiple effective strategies (updating objectives, standardising elements of rounds and attaching rounds to a formal quality committee) to optimise M&M rounds for a QI/safety purpose. These efforts were associated with successful integration of quality and safety content into rounds, and increased implementation of QI interventions. Consistent effects on educational outcomes were difficult to identify, likely due to the use of methodologies ill-fitted for educational research.ConclusionsThese results are encouraging for those seeking to optimise the quality and safety mission of M&M rounds. However, the inability to identify consistent educational effects suggests the investigation of M&M rounds could benefit from additional methodologies (qualitative, mixed methods) in order to understand the complex mechanisms driving learning at M&M rounds.

THE MAIN ASPECTS OF COMPETENCE-BASED MEDICAL EDUCATION

Vestnik ◽  
2021 ◽  
pp. 271-276
Author(s):  
С.Ж. Уразалина ◽  
Н.Б. Байтасова ◽  
Р.М. Бердыханова
Keyword(s):  
United States ◽  
Health Care ◽  
Medical Education ◽  
Professional Competence ◽  
The United States ◽  
Educational Programs ◽  
Professional Life ◽  
Continuous Learning ◽  
Quality And Safety ◽  
Key Aspects

Повышение квалификации медицинских работников представляет собой одну из важнейших проблем, объединяющих системы здравоохранения и образования. Компетентность формируется на основе знаний, навыков и действий таким образом, что медицинские работники сохраняют их в течение всей своей профессиональной жизни. Конечная цель медицинской подготовки: ожидание, что врачам, ординаторам, специалистам, которых мы выпускаем, можно доверять, чтобы обеспечить высокое качество и безопасность медицинской помощи. В данной статье рассмотрены ключевые аспекты в сфере образования врачей, применяемые за рубежом, в первую очередь в США. Рекомендуется создание компетентностно-ориентированных образовательных программ, которые должны быть разработаны так, чтобы объем изучаемого материала (предмета) был разделен на части, обеспечивающие тесную связь с клинической практикой и которые можно хорошо контролировать, оценивать, документировать и сертифицировать. Professional development of physicians including continuous learning is one of the most important problems that unite the health care and education systems. Professional competence is based on the knowledge, skills and actions in such a way that physicians maintain them throughout their professional life. The ultimate goal of medical education is to expect that the doctors, residents, and specialists we graduate can be trusted to ensure the highest quality and safety of medical care.In this article are discussed the key aspects of doctors education system abroad, primarily in the United States. It is recommended to create competence-based educational programs, which should be designed so that the volume of the studied material (subject) will be divided into parts that provide a close connection with clinical practice and which can be well controlled, evaluated, documented and certified.

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