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A Joint Quality Improvement and High-Value Care Curriculum in a Limited-Resource Setting

INTRODUCTION: Since the release of the Institute of Medicine's To Err Is Human, there has been an increased focus on quality improvement (QI). QI training is now a requirement monitored via ACGME's clinical learning environment review committees. Given the significant cost of health care w...

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Autores principales: Cioletti, Anne, Sweidan, Suzanne
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Association of American Medical Colleges 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6342157/
https://www.ncbi.nlm.nih.gov/pubmed/30800747
http://dx.doi.org/10.15766/mep_2374-8265.10545
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author Cioletti, Anne
Sweidan, Suzanne
author_facet Cioletti, Anne
Sweidan, Suzanne
author_sort Cioletti, Anne
collection PubMed
description INTRODUCTION: Since the release of the Institute of Medicine's To Err Is Human, there has been an increased focus on quality improvement (QI). QI training is now a requirement monitored via ACGME's clinical learning environment review committees. Given the significant cost of health care waste, teaching physicians to incorporate costs and value into medical decision making is crucial. Increasing information is available on methods to teach high-value care (HVC), but there is little information on combining HVC with QI. As these topics are intimately linked in efforts to provide effective, efficient care, a joint curriculum is a feasible solution. METHODS: We adapted material from two online resources—(1) Institute of Healthcare Improvement Open School and (2) American College of Physicians High Value Cost-Conscious Care Curriculum—to create a combined curriculum for use in a limited-resource setting. Our curriculum is divided into 10 seminars, each including both QI techniques and HVC theories, which are reinforced using a series of patient scenarios. Residents apply their knowledge in self-directed projects presented in the final seminar. Evaluation includes a pre-/postexposure QI knowledge application test, survey of self-assessed knowledge, and anonymous course feedback. RESULTS: For the 46 residents who completed the series, a statistically significant improvement in both tests was measured, and feedback was positive overall. Tailoring our in-seminar patient scenarios allowed residents to demonstrate their HVC knowledge acquisition. DISCUSSION: This seminar-based curriculum can be adapted to the time availability in any residency program and transfer to other disciplines with modification of the patient scenarios.
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spelling pubmed-63421572019-02-22 A Joint Quality Improvement and High-Value Care Curriculum in a Limited-Resource Setting Cioletti, Anne Sweidan, Suzanne MedEdPORTAL Original Publication INTRODUCTION: Since the release of the Institute of Medicine's To Err Is Human, there has been an increased focus on quality improvement (QI). QI training is now a requirement monitored via ACGME's clinical learning environment review committees. Given the significant cost of health care waste, teaching physicians to incorporate costs and value into medical decision making is crucial. Increasing information is available on methods to teach high-value care (HVC), but there is little information on combining HVC with QI. As these topics are intimately linked in efforts to provide effective, efficient care, a joint curriculum is a feasible solution. METHODS: We adapted material from two online resources—(1) Institute of Healthcare Improvement Open School and (2) American College of Physicians High Value Cost-Conscious Care Curriculum—to create a combined curriculum for use in a limited-resource setting. Our curriculum is divided into 10 seminars, each including both QI techniques and HVC theories, which are reinforced using a series of patient scenarios. Residents apply their knowledge in self-directed projects presented in the final seminar. Evaluation includes a pre-/postexposure QI knowledge application test, survey of self-assessed knowledge, and anonymous course feedback. RESULTS: For the 46 residents who completed the series, a statistically significant improvement in both tests was measured, and feedback was positive overall. Tailoring our in-seminar patient scenarios allowed residents to demonstrate their HVC knowledge acquisition. DISCUSSION: This seminar-based curriculum can be adapted to the time availability in any residency program and transfer to other disciplines with modification of the patient scenarios. Association of American Medical Colleges 2017-02-21 /pmc/articles/PMC6342157/ /pubmed/30800747 http://dx.doi.org/10.15766/mep_2374-8265.10545 Text en Copyright © 2017 Cioletti and Sweidan. https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike (https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode) license.
spellingShingle Original Publication
Cioletti, Anne
Sweidan, Suzanne
A Joint Quality Improvement and High-Value Care Curriculum in a Limited-Resource Setting
title A Joint Quality Improvement and High-Value Care Curriculum in a Limited-Resource Setting
title_full A Joint Quality Improvement and High-Value Care Curriculum in a Limited-Resource Setting
title_fullStr A Joint Quality Improvement and High-Value Care Curriculum in a Limited-Resource Setting
title_full_unstemmed A Joint Quality Improvement and High-Value Care Curriculum in a Limited-Resource Setting
title_short A Joint Quality Improvement and High-Value Care Curriculum in a Limited-Resource Setting
title_sort joint quality improvement and high-value care curriculum in a limited-resource setting
topic Original Publication
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6342157/
https://www.ncbi.nlm.nih.gov/pubmed/30800747
http://dx.doi.org/10.15766/mep_2374-8265.10545
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