RT Journal Article SR Electronic T1 JPS Health Network, Fort Worth, TX
Teaching Process Improvement, Quality, and Patient Safety to Adult Learners in GME JF Ochsner Journal JO Ochsner J FD O. P. Jindal Global University SP 26 OP 27 VO 16 IS Spec AIAMC Iss A1 J Fowler A1 B Estment A1 T Sanders A1 L Hadley A1 A Augustus A1 R Edwards A1 A Peddle A1 Z Merchant YR 2016 UL http://www.ochsnerjournal.org/content/16/Spec_AIAMC_Iss/26.abstract AB Background: The traditional medical education curriculum provides limited training in quality, performance improvement, and patient safety. When discussing quality and patient safety with new residents, 100% reported they had no prior training in this subject area. Residents were interested in expanding the basic training given during orientation. In the initial needs assessment session done with new residents, the residents reported a desire to participate in projects but stated they would need guidance on the logistics of developing projects and initiatives given their work requirements and time constraints. The overall goal of this project was to teach performance improvement, quality, and patient safety in GME through experiential learning with program directors, faculty, residents, and other professionals on the healthcare team. Our team recognized that a major barrier to moving forward was limited knowledge of standardized process methods among leaders, residents, faculty, and other healthcare team members in the context of interprofessional education and participation.Methods: The investigative team chose to use a pre/post intervention evaluation method to assess the quality of the 5 types of training and of the trainees' projects. (1) For the abbreviated training, during their orientation, participants attended a 2-hour workshop on quality metrics, the PDSA method, and the importance of this training to long-term performance improvement and patient safety. (2) The Quality and Patient Safety Institute (QPSI) consisted of 2 full days, 90 days apart. Ten focus areas were chosen based on CLER or quality requirements. At the end of the program, each participant was given assignments to complete based on the QPSI sessions. (3) The 1-hour family medicine program-directed sessions were coordinated and given by a member of the quality team during weekly conference time. The Moderate Sedation training (4) and Lean Six Sigma training (5) were covered at various forums. Certificates were awarded for the QPSI, Moderate Sedation, and Lean Six Sigma trainings.Results: Seventy-four participants attended the abbreviated 2-hour session. All 15 participants attended the first session of the QPSI 2-day training course, and 87% attended the second session. At the 7 program-directed monthly sessions, attendance averaged 51.5% ± 25.7%. The 2-hour Moderate Sedation training had a 77% attendance rate, and the 1-hour Lean Six Sigma white belt training had a 100% attendance rate.Conclusions: Interdepartmental and interprofessional education is underutilized in the medical education curriculum and healthcare setting. Integrating interprofessional education into GME is necessary to improve healthcare quality and patient safety. This mode of education is core to teaching communication skills and teamwork in the healthcare setting. In alignment with the governing bodies and accrediting agencies, interprofessional and interdepartmental education can assist with removing barriers.View this table:FINAL WORK PLAN – JPS Health Network