scholarly journals Quality culture in action for a respiratory course: A dynamic CQI process at an engineering based allopathic medical school

2021 ◽  
Vol 2 (2) ◽  
pp. 146-152
Author(s):  
Lidija Barbaric ◽  
◽  
Bailey MacInnis ◽  
Kashif A. Ahmad ◽  
◽  
...  
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Medical School ◽  
Student Satisfaction ◽  
Continuous Quality Improvement ◽  
Dynamic Feedback ◽  
Liaison Committee ◽  
Benchmark Data ◽  
Continuous Quality ◽  
Culture Of Quality

Carle Illinois College of Medicine (CIMED) opened its doors in 2018 as an allopathic medical school under provisional accreditation by the Liaison Committee of Medical Education (LCME) and in 2014, the LCME mandated that all U.S. medical schools implement the process of internal continuous quality improvement (CQI). Here, the authors take a retrospective look at how CIMED utilized frequent and granular student feedback to contribute to continuous quality improvement (CQI) during the school’s Respiratory course, by citing specific examples of changes and student satisfaction outcomes from the inaugural class (2018) to the second class (2019). The authors outline how this cycle of evaluation and action can effectively incorporate students into the CQI process to enhance student success via faculty-student partnership. Furthermore, the authors discuss the nuance of feedback interpretation by the involved faculty and advocate for CQI based on a deeper understanding of the student experience such that change initiated by CQI may extend beyond benchmark data collection. The authors discuss how dynamic feedback may be helpful in achieving equipoise between long-standing principles of medical pedagogy and newer trends in medical education, while still maintaining student satisfaction and continuing to develop a culture of quality improvement.

Using cognitive work analysis to design a continuous quality improvement monitoring system for medical school accreditation

2018 ◽  
Author(s):  
◽  
Lisa A. Royse
Keyword(s):  
Quality Improvement ◽  
Medical School ◽  
Monitoring System ◽  
Continuous Quality Improvement ◽  
Cognitive Work Analysis ◽  
Work Analysis ◽  
Continuous Quality ◽  
Cognitive Work ◽  
Oversight Committee ◽  
Information Constraints

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study is to apply phases of Cognitive Work Analysis (CWA) to identify human and information constraints in how a medical school tracks and monitors the Liaison Committee of Medical Education (LCME) accreditation elements and use the identified constraints to guide design decisions for development of a Continuous Quality Improvement (CQI) Tracker system that will be used to facilitate the LCME Oversight Committee meetings. The researcher answered the following questions: What do the phases of CWA reveal about system constraints of a LCME CQI monitoring system at a medical school? More specifically, what are the design implications for a system that supports an oversight committee in the continuous monitoring of accreditation elements at a medical school? Direct observations, document review, and interviews with 17 members of the LCME Oversight Committee were conducted. Findings from qualitative analysis of interview transcripts were mapped to three phases of CWA. Findings were then used to create models that allowed the researcher to gain a deep understanding of the human and information constraints to consider when designing an LCME CQI tracking system.

Measuring the continuous quality improvement orientation of medical education programs

2020 ◽  
Vol 33 (2) ◽  
pp. 158-171
Author(s):  
Danielle Blouin ◽  
Everett V. Smith
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Continuous Quality Improvement ◽  
Scale Model ◽  
Validity Evidence ◽  
Rasch Modeling ◽  
Questionnaire Data ◽  
Content Type ◽  
Continuous Quality ◽  
Interpretation Of Results

PurposeThere is a growing interest in applying continuous quality improvement (CQI) methodologies and tools to medical education contexts. One such tool, the “Are We Making Progress” questionnaire from the Malcolm Baldrige National Quality Award framework, adequately captures the dimensions critical for performance excellence and allows organizations to assess their performance and identify areas for improvement. Its results have been widely validated in business, education, and health care and might be applicable in medical education contexts. The measurement properties of the questionnaire data were analyzed using Rasch modeling to determine if validity evidence, based on Messick's framework, supports the interpretation of results in medical education contexts. Rasch modeling was performed since the questionnaire uses Likert-type scales whose estimates might not be amenable to parametric statistical analyses.Design/methodology/approachLeaders and teachers at 16 of the 17 Canadian medical schools were invited in 2015–2016 to complete the 40-item questionnaire. Data were analyzed using the ConQuest Rasch calibration program, rating scale model.Findings491 faculty members from 11 (69 percent) schools participated. A seven-dimensional, four-point response scale model better fit the data. Overall data fit to model requirements supported the use of person measures with parametric statistics. The structural, content, generalizability, and substantive validity evidence supported the interpretation of results in medical education contexts.Originality/valueFor the first time, the Baldrige questionnaire results were validated in medical education contexts. Medical education leaders are encouraged to serially use this questionnaire to measure progress on their school's CQI focus.

Role of medical education in health care reform

1997 ◽  
Vol 87 (1) ◽  
pp. 2-5
Author(s):  
MA Caselli
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Quality Improvement ◽  
Health Care Reform ◽  
Continuous Quality Improvement ◽  
Medical Profession ◽  
Medical Community ◽  
Continuous Quality

Health care reform will have great impact on the podiatric physician as the podiatric medical profession continues to integrate into the general medical community. The role of medical education in addressing five major issues that affect health care reform is explored. These issues include specialization, economics, continuous quality improvement, ethics, and fraud.

scholarly journals Fostering trust, collaboration, and a culture of continuous quality improvement: A call for transparency in medical school accreditation

2020 ◽  
Author(s):  
Arshia Javidan ◽  
Lucshman Raveendran ◽  
Yeshith Rai ◽  
Sean Tackett ◽  
Kulamakan Mahan Kulasegaram ◽  
...  
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Continuous Quality Improvement ◽  
North American ◽  
Professional Training ◽  
Medical Schools ◽  
Public Reporting ◽  
Educational Process ◽  
The Public ◽  
Continuous Quality

Medical schools provide the foundation for a physician’s growth and lifelong learning. They also require a large share of government resources. As such, they should seek opportunities to maintain trust from the public, their students, faculty, universities, regulatory colleges, and each other. The accreditation of medical schools attempts to assure stakeholders that the educational process conforms to appropriate standards and thus can be trusted. However, accreditation processes are poorly understood and the basis for accrediting authorities’ decisions are often opaque.  We propose that increasing transparency in accreditation could enhance trust in the institutions that produce society’s physicians. While public reporting of accreditation results has been established in other jurisdictions, such as Australia and the United Kingdom, North American accrediting bodies have not yet embraced this more transparent approach. Public reporting can enhance public trust and engagement, hold medical schools accountable for continuous quality improvement, and can catalyze a culture of collaboration within the broader medical education ecosystem. Inviting patients and the public to peer into one of the most formative and fundamental parts of their physicians’ professional training is a powerful tool for stakeholder and public engagement that the North American medical education community at large has yet to use.

scholarly journals Importance of Quality in Medical and Dental Institutes

2019 ◽  
Vol 09 (02) ◽  
pp. 159-161
Author(s):  
Kiran Fatima Mehboob Ali Bana
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Patient Care ◽  
Continuous Quality Improvement ◽  
International Standards ◽  
Accreditation Council ◽  
Continuous Quality ◽  
The World ◽  
Optimal Patient Care ◽  
Improvement Measures

There is a dire need to incorporate quality improvement measures in medical education of our country as now worldwide the paradigm is shifted from the students’ outcome to the continuous quality improvement (CQI) measures. The ultimate goal of CQI is to provide optimal patient care. This is the responsibility of the accreditation council (PMDC) to ensure the true application of quality improvement indicators in medical institutes. The quality document introduced by the PMDC is the true reflection of the world accreditation bodies WFME, WHO. By ensuring the true application of this quality document, Pakistan Medical and Dental Council will be able to compete with the International standards of medical education through competent future physicians.

scholarly journals Evaluation of continuous quality improvement in accreditation for medical education

2020 ◽  
Vol 20 (S1) ◽  
Author(s):  
Nesibe Akdemir ◽  
Linda N. Peterson ◽  
Craig M. Campbell ◽  
Fedde Scheele
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Continuous Quality Improvement ◽  
Early Warning Systems ◽  
Governance Structure ◽  
The Public ◽  
Positive Effects ◽  
Continuous Quality ◽  
Pros And Cons ◽  
Toxic Culture

Abstract Background Accreditation systems are based on a number of principles and purposes that vary across jurisdictions. Decision making about accreditation governance suffers from a paucity of evidence. This paper evaluates the pros and cons of continuous quality improvement (CQI) within educational institutions that have traditionally been accredited based on episodic evaluation by external reviewers. Methods A naturalistic utility-focused evaluation was performed. Seven criteria, each relevant to government oversight, were used to evaluate the pros and cons of the use of CQI in three medical school accreditation systems across the continuum of medical education. The authors, all involved in the governance of accreditation, iteratively discussed CQI in their medical education contexts in light of the seven criteria until consensus was reached about general patterns. Results Because institutional CQI makes use of early warning systems, it may enhance the reflective function of accreditation. In the three medical accreditation systems examined, external accreditors lacked the ability to respond quickly to local events or societal developments. There is a potential role for CQI in safeguarding the public interest. Moreover, the central governance structure of accreditation may benefit from decentralized CQI. However, CQI has weaknesses with respect to impartiality, independence, and public accountability, as well as with the ability to balance expectations with capacity. Conclusion CQI, as evaluated with the seven criteria of oversight, has pros and cons. Its use still depends on the balance between the expected positive effects—especially increased reflection and faster response to important issues—versus the potential impediments. A toxic culture that affects impartiality and independence, as well as the need to invest in bureaucratic systems may make in impractical for some institutions to undertake CQI.

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