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Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format
Graduate medical education is increasingly focused on patient safety and quality improvement; training programs must adapt their curriculum to address these changes. We propose a novel curriculum for emergency medicine (EM) residency training programs specifically addressing patient safety, systems-...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Department of Emergency Medicine, University of California, Irvine School of Medicine
2015
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4651600/ https://www.ncbi.nlm.nih.gov/pubmed/26594296 http://dx.doi.org/10.5811/westjem.2015.9.27269 |
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author | Mamtani, Mira Scott, Kevin R. DeRoos, Francis J. Conlon, Lauren W. |
author_facet | Mamtani, Mira Scott, Kevin R. DeRoos, Francis J. Conlon, Lauren W. |
author_sort | Mamtani, Mira |
collection | PubMed |
description | Graduate medical education is increasingly focused on patient safety and quality improvement; training programs must adapt their curriculum to address these changes. We propose a novel curriculum for emergency medicine (EM) residency training programs specifically addressing patient safety, systems-based management, and practice-based performance improvement, called “EM Debates.” Following implementation of this educational curriculum, we performed a cross-sectional study to evaluate the curriculum through resident self-assessment. Additionally, a cross-sectional study to determine the ED clinical competency committee’s (CCC) ability to assess residents on specific competencies was performed. Residents were overall very positive towards the implementation of the debates. Of those participating in a debate, 71% felt that it improved their individual performance within a specific topic, and 100% of those that led a debate felt that they could propose an evidence-based approach to a specific topic. The CCC found that it was easier to assess milestones in patient safety, systems-based management, and practice-based performance improvement (sub-competencies 16, 17, and 19) compared to prior to the implementation of the debates. The debates have been a helpful venue to teach EM residents about patient safety concepts, identifying medical errors, and process improvement. |
format | Online Article Text |
id | pubmed-4651600 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | Department of Emergency Medicine, University of California, Irvine School of Medicine |
record_format | MEDLINE/PubMed |
spelling | pubmed-46516002015-11-20 Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format Mamtani, Mira Scott, Kevin R. DeRoos, Francis J. Conlon, Lauren W. West J Emerg Med Educational Research and Practice Graduate medical education is increasingly focused on patient safety and quality improvement; training programs must adapt their curriculum to address these changes. We propose a novel curriculum for emergency medicine (EM) residency training programs specifically addressing patient safety, systems-based management, and practice-based performance improvement, called “EM Debates.” Following implementation of this educational curriculum, we performed a cross-sectional study to evaluate the curriculum through resident self-assessment. Additionally, a cross-sectional study to determine the ED clinical competency committee’s (CCC) ability to assess residents on specific competencies was performed. Residents were overall very positive towards the implementation of the debates. Of those participating in a debate, 71% felt that it improved their individual performance within a specific topic, and 100% of those that led a debate felt that they could propose an evidence-based approach to a specific topic. The CCC found that it was easier to assess milestones in patient safety, systems-based management, and practice-based performance improvement (sub-competencies 16, 17, and 19) compared to prior to the implementation of the debates. The debates have been a helpful venue to teach EM residents about patient safety concepts, identifying medical errors, and process improvement. Department of Emergency Medicine, University of California, Irvine School of Medicine 2015-11 2015-11-12 /pmc/articles/PMC4651600/ /pubmed/26594296 http://dx.doi.org/10.5811/westjem.2015.9.27269 Text en Copyright © 2015 Mamtani et al. http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) License. See: http://creativecommons.org/licenses/by/4.0/ |
spellingShingle | Educational Research and Practice Mamtani, Mira Scott, Kevin R. DeRoos, Francis J. Conlon, Lauren W. Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format |
title | Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format |
title_full | Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format |
title_fullStr | Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format |
title_full_unstemmed | Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format |
title_short | Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format |
title_sort | assessing em patient safety and quality improvement milestones using a novel debate format |
topic | Educational Research and Practice |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4651600/ https://www.ncbi.nlm.nih.gov/pubmed/26594296 http://dx.doi.org/10.5811/westjem.2015.9.27269 |
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