RT Journal Article
SR Electronic
T1 JPS Health Network, Fort Worth, TX<br/>Teaching Process Improvement and Patient Safety in GME
JF Ochsner Journal
JO Ochsner J
FD O. P. Jindal Global University
SP 19
OP 20
VO 14
IS Spec AIAMC Iss
A1 J Fowler
A1 B Estment
A1 L Hadley
A1 T Sanders
A1 A Peddle
YR 2014
UL http://www.ochsnerjournal.org/content/14/Spec_AIAMC_Iss/19.abstract
AB Background: We aimed to increase quality and patient safety through experiential learning with program directors (PDs), faculty, and residents. Trainees are limited to a 16-hour workday, and residents and faculty have limited knowledge of standardized process methods. We hoped to identify the best method for training residents and faculty within their time constraints and program mandates, to introduce performance improvement (PI), and to identify potential barriers and competing assignments.Methods: A team of new interns completed a pre- and postintervention assessment of the training and its effectiveness. During active training, each participant was asked to (1) choose a group of peers to form a process improvement team, (2) select a potential problem to address, (3) develop a hypothesis, and (4) select a team leader. The teams met quarterly to review progress, interval outcomes, and barriers.Results: At the initial meeting, 73 new residents attended, generating 11 projects. At the second meeting, only 8 residents and 2 faculty attended. At the time of this assessment, 6 QI projects were active among residents. The first training session was held during new resident orientation with 100% participation, but subsequent training had lower participation. New residents were initially excited and willing to learn improvement skills and develop projects but had limited time. We could improve the program by modifying improvement training to better meet time restraints and engage faculty in the process. Institutional site visits and audits also interrupted the flow of learning, leading to missed deadlines.Conclusions: Residents and faculty who actively participated gained more awareness of system dynamics and available support, were motivated to address problems in a multidisciplinary fashion, and could be forces for change. Identifying time for new programs and training with new interns and residents is difficult given new work hour restraints. Traditional learning models need modification.View this table:FINAL WORK PLAN – JPS Health Network