TY - JOUR T1 - Christiana Care Health System, Newark-Wilmington, DE<br/>Leadership Development in Integrating Quality and Academic Training Programs JF - Ochsner Journal JO - Ochsner J SP - 10 LP - 11 VL - 14 IS - Spec AIAMC Iss AU - Robert Dressler AU - Michael Eppehimer AU - Neil Jasani AU - Loretta Consiglio-Ward Y1 - 2014/03/20 UR - http://www.ochsnerjournal.org/content/14/Spec_AIAMC_Iss/10.abstract N2 - Background: We plan to increase faculty capability as experts and leaders in quality and safety improvement sciences through a faculty development program. Drawing from our successful interprofessional resident QI curriculum, we plan to examine the effect of QI curricula on faculty's expertise, teaching, leadership, and system improvement.Methods: We designed a professional development program and used a 19-question assessment addressing 6 competencies to determine the program's focus. Faculty/teaching staff participants (11) proposed 9 QI projects to be started in August 2012 and conclude in May 2013. Participants attended 16 structured sessions including prereadings, project milestones, and report-outs. Internal and external content experts used didactic and experiential teaching methods, and mentoring occurred during and between sessions. We used preprogram, midpoint, and postprogram surveys to gauge participants' confidence in teaching quality and safety competencies.Results: Competency ratings before the program illustrated QI knowledge gaps for the faculty and teaching staff. We conducted a midpoint evaluation in February 2013 that indicated all 6 competency ratings had increased since the start of the program. When the program is complete, we will perform the postprogram survey. Longitudinal outcomes include measurements of perceived impact of the program on residents (annual ACGME survey), perceived impact within the institution (project review 90 and 180 days post), and percent of participants who achieve a professionally recognized QI certification within 1 year of the program. Project progress has varied, and teams with the most relevant projects have seen more success.Conclusions: Time-constrained faculty can acquire knowledge and apply it through QI curricula. Early dialogue with key stakeholders during program design was instrumental in realizing organizational support. The integration of interdepartmental, interprofessional course faculty created valuable teaching and learning experiences. It is too early to determine whether the program effectively trains the trainer in improvement and safety.View this table:FINAL WORK PLAN – Christiana Care Health System ER -