scholarly journals A Consensus Approach to Identify Tiered Competencies in Quality Improvement and Patient Safety

2018 ◽  
Vol 10 (6) ◽  
pp. 646-650 ◽  
Author(s):  
Brennan D. Kruszewski ◽  
Nathan O. Spell
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Quality Improvement ◽  
Curriculum Development ◽  
Undergraduate Medical Education ◽  
Graduate Medical Education ◽  
Continuing Professional Development ◽  
Independent Practice ◽  
Graduate Medical ◽  
Modified Delphi

ABSTRACT Background Quality improvement and patient safety (QI/PS) competencies have been proposed separately for undergraduate medical education (UME) and graduate medical education (GME). The work forms a foundation at each educational level, yet curriculum development would benefit from more specific guidance that considers the continuum of physician training. Objective We identified a core set of QI/PS items to be taught during medical school, residency, and independent practice, with specificity to guide curriculum development at each level. Methods A panel of 12 QI leaders and educators with backgrounds in internal medicine from 10 academic institutions participated in consensus development using a modified Delphi technique. Three rounds of anonymous surveys were conducted, followed by a teleconference and then a fourth survey round, until consensus regarding the relevance of candidate items was reached. Items considered relevant were recommended for teaching at 1 of the 3 stages. Results The panel identified 30 QI/PS items for learners. Of the 30 (80%), 24 were unanimously agreed on as relevant, while 6 of 30 (20%) had the agreement of 11 of the 12 experts and the assent of the remaining expert. Thirteen items were identified as appropriate for undergraduate medical education, 14 for graduate medical education, and 3 for the continuing professional development level. Conclusions There was a high degree of agreement among 12 internists from geographically diverse institutions on the relevance of 30 QI/PS items identified for trainees in competency-based educational settings.

scholarly journals Sustaining Quality Improvement and Patient Safety Training in Graduate Medical Education

2013 ◽  
Vol 88 (8) ◽  
pp. 1149-1156 ◽  
Author(s):  
Brian M. Wong ◽  
Ayelet Kuper ◽  
Elisa Hollenberg ◽  
Edward E. Etchells ◽  
Wendy Levinson ◽  
...  
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Quality Improvement ◽  
Graduate Medical Education ◽  
Safety Training ◽  
Graduate Medical

The Swiss Cheese Conference: Integrating and Aligning Quality Improvement Education With Hospital Patient Safety Initiatives

2019 ◽  
Vol 34 (6) ◽  
pp. 590-595
Author(s):  
Matthew S. Durstenfeld ◽  
Scott Statman ◽  
Andrew Dikman ◽  
Anahita Fallahi ◽  
Cindy Fang ◽  
...  
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Quality Improvement ◽  
Graduate Medical Education ◽  
Hospital Patient ◽  
Swiss Cheese ◽  
Contributing Factors ◽  
Specific Patient ◽  
Safety Issues ◽  
Graduate Medical

The Accreditation Council for Graduate Medical Education requires integration of quality improvement and patient safety education into graduate medical education (GME). The authors created a novel “Swiss Cheese Conference” to bridge the gap between GME and hospital patient safety initiatives. Residents investigate a specific patient safety event and lead a monthly multidisciplinary conference about the case. Resident presenters introduce the Swiss cheese model, present the case and their findings, and teach a patient safety topic. In groups, participants identify contributing factors and discuss how to prevent similar events. Presenters and stakeholders immediately huddle to identify next steps. The Swiss Cheese Conference has increased participants’ comfort analyzing safety issues from a systems perspective, utilizing the electronic reporting system, and launching patient safety initiatives. The Swiss Cheese Conference is a successful multidisciplinary model that engages GME trainees by integrating resident-led, case-based quality improvement education with creation of patient safety initiatives.

scholarly journals Chief of Residents for Quality Improvement and Patient Safety: A Recipe for a New Role in Graduate Medical Education

2017 ◽  
Vol 182 (3) ◽  
pp. e1747-e1751 ◽  
Author(s):  
Kelly Ferraro ◽  
Randall Zernzach ◽  
Stephen Maturo ◽  
Christopher Nagy ◽  
Rebecca Barrett
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Quality Improvement ◽  
Graduate Medical Education ◽  
Graduate Medical

scholarly journals Using Focused Laboratory Management and Quality Improvement Projects to Enhance Resident Training and Foster Scholarship

2017 ◽  
Vol 4 ◽  
pp. 237428951772215 ◽  
Author(s):  
Matthew D. Krasowski ◽  
Bradley A. Ford ◽  
J. Stacey Klutts ◽  
Chris S. Jensen ◽  
Angela S. Briggs ◽  
...  
Keyword(s):  
Medical Education ◽  
Patient Safety ◽  
Quality Improvement ◽  
Graduate Medical Education ◽  
Process Improvement ◽  
Laboratory Management ◽  
University Of Iowa ◽  
Improvement Project ◽  
Graduate Medical ◽  
Management Quality

Training in patient safety, quality, and management is widely recognized as an important element of graduate medical education. These concepts have been intertwined in pathology graduate medical education for many years, although training programs face challenges in creating explicit learning opportunities in these fields. Tangibly involving pathology residents in management and quality improvement projects has the potential to teach and reinforce key concepts and further fulfill Accreditation Council for Graduate Medical Education goals for pursuing projects related to patient safety and quality improvement. In this report, we present our experience at a pathology residency program (University of Iowa) in engaging pathology residents in projects related to practical issues of laboratory management, process improvement, and informatics. In this program, at least 1 management/quality improvement project, typically performed during a clinical chemistry/management rotation, was required and ideally resulted in a journal publication. The residency program also initiated a monthly management/informatics series for pathology externs, residents, and fellows that covers a wide range of topics. Since 2010, all pathology residents at the University of Iowa have completed at least 1 management/quality improvement project. Many of the projects involved aspects of laboratory test utilization, with some projects focused on other areas such as human resources, informatics, or process improvement. Since 2012, 31 peer-reviewed journal articles involving effort from 26 residents have been published. Multiple projects resulted in changes in ongoing practice, particularly within the hospital electronic health record. Focused management/quality improvement projects involving pathology residents can result in both meaningful quality improvement and scholarly output.

scholarly journals Addressing the Mandate for Hand-off Education

2014 ◽  
Vol 120 (1) ◽  
pp. 218-229 ◽  
Author(s):  
Meghan B. Lane-Fall ◽  
Amber K. Brooks ◽  
Sara A. Wilkins ◽  
Joshua J. Davis ◽  
Lee Ann Riesenberg
Keyword(s):  
Medical Education ◽  
Curriculum Development ◽  
Graduate Medical Education ◽  
Communication Skill ◽  
Skill Development ◽  
Anesthesia Resident ◽  
Residency Programs ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Hand Off

Abstract The Accreditation Council for Graduate Medical Education requires that residency programs teach residents about handoffs and ensure their competence in this communication skill. Development of hand-off curricula for anesthesia residency programs is hindered by the paucity of evidence regarding how to conduct, teach, and evaluate handoffs in the various settings where anesthesia practitioners work. This narrative review draws from literature in anesthesia and other disciplines to provide recommendations for anesthesia resident hand-off curriculum development and evaluation.

ePortfolios in Graduate Medical Education

2011 ◽  
pp. 2000-2016
Author(s):  
Jorge G. Ruiz ◽  
Maria H. van Zuilen ◽  
Alan Katz ◽  
Marcos Milanez ◽  
Richard G. Tiberius
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Educational Outcomes ◽  
Scientific Evidence ◽  
Residency Education ◽  
Assessment Instruments ◽  
Independent Practice ◽  
Graduate Medical ◽  
Traditional Assessment ◽  
Ethical Behaviors

Residency education is the period of clinical education that follows graduation from medical school, and prepares physicians for the independent practice of medicine. The Accreditation Council for Graduate Medical Education (ACGME) is an organization responsible for accrediting residency education programs. The ACGME is increasingly emphasizing educational outcomes in the accreditation process. The authors will discuss the experience of GME programs using ePortfolios for both formative and summative evaluation of residents and the integration of ePortfolios as part of institutions’ learning management systems. ePortfolios can be especially useful for evaluating and documenting mastery of educational outcomes such as practice-based improvement, use of scientific evidence in patient care, and professional and ethical behaviors that are difficult to evaluate using traditional assessment instruments. The authors also review the literature describing the use of ePortfolios as a tool that is both powerful and reflective, for the assessment of program outcomes by administrators and faculty.

ePortfolios in Graduate Medical Education

2011 ◽  
pp. 1016-1023
Author(s):  
Jorge G. Ruiz ◽  
Maria H. van Zuilen ◽  
Alan Katz ◽  
Marcos Milanez ◽  
Richard G. Tiberius
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Educational Outcomes ◽  
Scientific Evidence ◽  
Residency Education ◽  
Assessment Instruments ◽  
Independent Practice ◽  
Graduate Medical ◽  
Traditional Assessment ◽  
Ethical Behaviors

Residency education is the period of clinical education that follows graduation from medical school, and prepares physicians for the independent practice of medicine. The Accreditation Council for Graduate Medical Education (ACGME) is an organization responsible for accrediting residency education programs. The ACGME is increasingly emphasizing educational outcomes in the accreditation process. The authors will discuss the experience of GME programs using ePortfolios for both formative and summative evaluation of residents and the integration of ePortfolios as part of institutions’ learning management systems. ePortfolios can be especially useful for evaluating and documenting mastery of educational outcomes such as practice-based improvement, use of scientific evidence in patient care, and professional and ethical behaviors that are difficult to evaluate using traditional assessment instruments. The authors also review the literature describing the use of ePortfolios as a tool that is both powerful and reflective, for the assessment of program outcomes by administrators and faculty.

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