Piloting a patient safety and quality improvement co-curriculum

Background: Despite the push for resident and faculty involvement in patient safety (PS) and quality improvement (QI), there is limited literature describing programs that train them to conduct PS/QI projects. Objective: To determine the effectiveness of a co-learning PS/QI curriculum. Method: The a...

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Bibliographic Details
Published in:Journal of community hospital internal medicine perspectives 2017-01, Vol.7 (6), p.351-357
Main Authors: Kroker-Bode, Claudia, Whicker, Shari A., Pline, Elizabeth R., Morgan, Tamela, Gazo, Joshua, Rudd, Mariah, Musick, David W.
Format: Article
Language:English
Subjects:
co-learning
Curricula
curriculum
faculty
Health care
Internal medicine
Knowledge
Leadership
Learning
Literature reviews
Medicine
Patient Safety
Patient-centered care
Principles
Project evaluation
Quality
Quality control
Quality improvement
residents
Review
Safety
Self-assessment
Skills
Training
Workshops
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Summary:Background: Despite the push for resident and faculty involvement in patient safety (PS) and quality improvement (QI), there is limited literature describing programs that train them to conduct PS/QI projects. Objective: To determine the effectiveness of a co-learning PS/QI curriculum. Method: The authors implemented a co-learning (residents and faculty together) PS/QI curriculum within our general Internal Medicine program over 1 year. The curriculum consisted of two workshops, between-session guidance, and final presentation. The authors evaluated effectiveness by self-assessment of attitude, knowledge, and behavior change and PS/QI project completion. Results: Thirty-eight of 32 (95%) resident and 8 faculty member participants attended the workshops and 27 of 40 (67%) completed the evaluation. Participants (87-96%) responded favorably regarding workshop effectiveness. The authors found significant improvement in 78% of items pertaining to PS/QI knowledge/skills, but no difference for attitudinal items. The final project evaluation participants rated project content as relevant to learning needs (75%); training as well-organized (75%); faculty mentorship for the project as supportive (75%); and the overall project as excellent or very good (71%). Conclusion: The authors successfully demonstrated a framework for co-teaching faculty and residents to conduct PS/QI projects. Participants acquired necessary tools to practice in an ever-evolving clinical setting emphasizing a patient-centered and quality-focused environment.
ISSN:2000-9666
2000-9666
DOI:10.1080/20009666.2017.1403830