Document Type

Poster

Publication Date

Spring 3-2019

Abstract

  • Background: There is a growing emphasis on teaching Quality Improvement (QI) to resident physicians and medical students. However, faculty with QI skills and knowledge is lacking at many academic medical centers.Active learning programs to improve faculty capacity for QI have shown positive outcomes. We sought to develop a QI curriculum for faculty within the Division of Hospital Medicine.
  • Description of project/program/innovation: We conducted a needs assessment focus group for Hospital Medicine faculty at our academic medical center. Six faculty members participated and identified priorities and potential challenges. Based on the focus group feedback, we designed a 12-session curriculum that uses an active-learning approach to teach core concepts in QI and includes sessions on effectively mentoring and publishing QI (Table 1). Junior and senior faculty collaborated on curricular design and delivery, with the goal of developing junior faculty into effective QI teachers. Pre-assessment of QI knowledge, skills, and attitudes was conducted using a survey instrument and the revised Quality Improvement Knowledge Application Tool (QIKAT-R).
  • Results: Eighteen faculty completed the pre-assessments (82% completion). At baseline, self-reported comfort was highest for “setting aims for a QI project” and lowest for “presenting results of a QI project”. The mean QIKAT-R score was 16.8 out of 27 (SD 4.5), with the lowest performance in the “setting aims” domain. To date, six sessions have been completed. The selected project focuses on improving hospitalized patients’ experiences around daily bedside rounding.
  • Discussion: We have created a QI curriculum that seeks to address the gap in QI skills among hospitalists. Pre-assessments revealed poor correlation between self-reported comfort level and QIKAT-R scores within each domain, further highlighting educational opportunities. We plan to use feedback from this pilot to refine the curriculum and offer it to faculty in other specialties.

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