Abstract
Background: We developed a longitudinal and sustainable GME-based quality and safety curriculum to assess institutional, physician, and patient needs. We will address ACGME requirements for residents, enable physicians to meet CME requirements and maintain certification, and provide improved care for patients. We will equip learners with skills to engage in QI and PS projects.
Method: We used pre- and postintervention measures to determine GME faculty interest in and knowledge of QI and PS, the number of participants completing IHI training, the number of faculty QI/PS mentors, the number of PS/QI projects initiated and adopted, and the number of PS/QI projects disseminated in scholarly fashion.
Results: Of the faculty, 29 answered surveys about PS/QI. On a scale of 1–5, they had a mean interest of 3.17 in process improvement as it applies to patient care and a mean interest of 3.14 in utilizing quality assurance processes to identify system errors. Faculty showed a lower knowledge of QI skills with a mean knowledge of 2.43 of process improvement as it applies to patients and a 2.62 knowledge of using quality assurance processes to identify system errors. We developed a multitiered curriculum covering knowledge, application, and leading/mentoring, and selected IHI online modules for knowledge development.
Conclusion: The faculty had a moderate interest in and below average baseline knowledge of process improvement and identification of system errors. We experienced success in the adoption of IHI curriculum for all GME programs, multidepartment engagement in quality and safety studies, and the alignment of CME department goals with certification requirements for medical staff.
FINAL WORK PLAN – Florida Hospital
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