Abstract
Background: Despite monthly publication of quality and safety indicators, including adverse events reported by residents, we found that faculty and residents were ill informed regarding the reporting function. Many adverse events identified by residents were not being reported. We determined that a silo structure was inhibiting our reporting efforts.
Methods: An institutional curriculum was created with a goal of didactic and experiential familiarization. We implemented and tested our theory. We initiated an interactive Jeopardy-type game for testing and validation. We conducted a PDSA cycle with self-reflection post outcomes. We used visual summaries for rapid assessment.
Results: From March 2013–February 2014, residents reported 74 adverse events. From March 2014–February 2015, residents reported 107 adverse events.
Conclusions: Educational processes can be effective if they are designed and tested using residents as a target audience to address knowledge and performance gaps. A careful PDSA rapid cycle with measured outcomes and resident participation can be used to develop an effective institutional curriculum.
- © Academic Division of Ochsner Clinic Foundation