PT - JOURNAL ARTICLE AU - L Shlansky AU - P Roland AU - R Crowell AU - G Makoul AU - A Negrini TI - Saint Francis Hospital and Medical Center, Hartford, CT<br/>Effects of Formalized Healthcare Delivery Science Curriculum on Scholarly Activity in an Obstetrics and Gynecology Residency Program DP - 2014 Mar 20 TA - Ochsner Journal PG - 29--30 VI - 14 IP - Spec AIAMC Iss 4099 - http://www.ochsnerjournal.org/content/14/Spec_AIAMC_Iss/29.short 4100 - http://www.ochsnerjournal.org/content/14/Spec_AIAMC_Iss/29.full SO - Ochsner J2014 Mar 20; 14 AB - Background: Our Department of Obstetrics and Gynecology instituted a healthcare delivery science curriculum focusing on QI and research with the goal of improving the quality and quantity of research initiatives among faculty and residents. Desired outcomes included increased resident and faculty confidence to conduct or oversee QI/PI and research projects, as well as increased resident ability to accomplish essential communication tasks during clinical encounters.Methods: Our curriculum consists of 20 hours of protected resident time during the academic year. Topics include fundamentals of healthcare delivery science, principles of QI, research design and statistical analysis, and teamwork and communication. The lectures are attended by PGY2-PGY4 residents; 15-minute postlecture work sessions focus on different areas for each year of residency. QI and research staff guide residents through project coordination.Results: We measured progress via completion of the first iteration of the resident curriculum, completion of a QI/PI project by PGY2 residents, and completion of research projects by PGY3 and PGY4 residents. Our pre- and postintervention measure was a survey of residents and faculty concerning QI/PI knowledge and skills. A communication assessment tool provided systematic feedback to residents on patient perspectives. We also compared residents' scholarly activity pre- and postintervention; preintervention, 75% of residents were engaged in independent research projects and 0 grants were obtained, compared to 91% engagement and 3 grants obtained postintervention. We have observed more coherence, greater resident-faculty interaction, and better integration of GME and QI/PI. Barriers included time constraints, resident-staff skepticism, and organizational challenges.Conclusions: Next year, we plan to split topics by PGY cohorts, engage more faculty in the initiative, and incorporate both resident and faculty feedback before beginning the next curricular cycle.View this table:FINAL WORK PLAN – Saint Francis Hospital and Medical Center