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Applying improvement science to establish a resident sustained quality improvement (QI) educational model
BACKGROUND: Prior to 2017, internal medicine (IM) residents at the University of Alberta did not have a standardised quality improvement (QI) educational curriculum. Our goal was to use QI principles to develop a resident sustained curriculum using the Evidence-based Practice for Improving Quality (...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BMJ Publishing Group
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7907874/ https://www.ncbi.nlm.nih.gov/pubmed/33622850 http://dx.doi.org/10.1136/bmjoq-2020-001067 |
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author | Collins, Caitlyn Mathura, Pamela Ip, Shannon Kassam, Narmin Tapardel, Anca |
author_facet | Collins, Caitlyn Mathura, Pamela Ip, Shannon Kassam, Narmin Tapardel, Anca |
author_sort | Collins, Caitlyn |
collection | PubMed |
description | BACKGROUND: Prior to 2017, internal medicine (IM) residents at the University of Alberta did not have a standardised quality improvement (QI) educational curriculum. Our goal was to use QI principles to develop a resident sustained curriculum using the Evidence-based Practice for Improving Quality (EPIQ) training course. METHODS: Three one-year Plan–Do–Study–Act (PDSA) cycles were conducted. The EPIQ course was delivered to postgraduate year (PGY) 1–3 residents (n=110, PDSA 1) in 2017, PGY-1 residents (n=27, PDSA 2) in 2018 and PGY-1 residents (n=28, PDSA 3) in 2019. Trained residents were recruited as facilitators for PDSA 2 and 3. Residents worked through potential QI projects that were later presented for evaluation. Precourse and postcourse surveys and tests were conducted to assess knowledge acquisition and curriculum satisfaction. Process, outcome and balancing measures were also evaluated. RESULTS: In PDSA 1, 98% felt they had acquired understanding of QI principles (56% increase), 94% of PGY-2 and PGY-3 residents preferred this QI curriculum compared with previous training, and 65% of residents expressed interest in pursuing a QI project (15% increase). In PDSA 2, tests scores of QI principles improved from 77.6% to 80%, and 40% of residents expressed interest in becoming a course facilitator. In PDSA 3, self-rated confidence with QI methodology improved from 53% to 75%. A total of 165 residents completed EPIQ training and 11 residents became course facilitators. CONCLUSIONS: Having a structured QI curriculum and working through practical QI projects provided valuable QI training for residents. Feedback was positive, and with each PDSA cycle there was increased resident interest in QI. Developing this curriculum using validated QI tools highlighted areas of change opportunity thereby enhancing acceptance. As more cycles of EPIQ are delivered and more residents become facilitators, it is our aim to have this curriculum sustained by future residents. |
format | Online Article Text |
id | pubmed-7907874 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | BMJ Publishing Group |
record_format | MEDLINE/PubMed |
spelling | pubmed-79078742021-03-09 Applying improvement science to establish a resident sustained quality improvement (QI) educational model Collins, Caitlyn Mathura, Pamela Ip, Shannon Kassam, Narmin Tapardel, Anca BMJ Open Qual Quality Education Report BACKGROUND: Prior to 2017, internal medicine (IM) residents at the University of Alberta did not have a standardised quality improvement (QI) educational curriculum. Our goal was to use QI principles to develop a resident sustained curriculum using the Evidence-based Practice for Improving Quality (EPIQ) training course. METHODS: Three one-year Plan–Do–Study–Act (PDSA) cycles were conducted. The EPIQ course was delivered to postgraduate year (PGY) 1–3 residents (n=110, PDSA 1) in 2017, PGY-1 residents (n=27, PDSA 2) in 2018 and PGY-1 residents (n=28, PDSA 3) in 2019. Trained residents were recruited as facilitators for PDSA 2 and 3. Residents worked through potential QI projects that were later presented for evaluation. Precourse and postcourse surveys and tests were conducted to assess knowledge acquisition and curriculum satisfaction. Process, outcome and balancing measures were also evaluated. RESULTS: In PDSA 1, 98% felt they had acquired understanding of QI principles (56% increase), 94% of PGY-2 and PGY-3 residents preferred this QI curriculum compared with previous training, and 65% of residents expressed interest in pursuing a QI project (15% increase). In PDSA 2, tests scores of QI principles improved from 77.6% to 80%, and 40% of residents expressed interest in becoming a course facilitator. In PDSA 3, self-rated confidence with QI methodology improved from 53% to 75%. A total of 165 residents completed EPIQ training and 11 residents became course facilitators. CONCLUSIONS: Having a structured QI curriculum and working through practical QI projects provided valuable QI training for residents. Feedback was positive, and with each PDSA cycle there was increased resident interest in QI. Developing this curriculum using validated QI tools highlighted areas of change opportunity thereby enhancing acceptance. As more cycles of EPIQ are delivered and more residents become facilitators, it is our aim to have this curriculum sustained by future residents. BMJ Publishing Group 2021-02-23 /pmc/articles/PMC7907874/ /pubmed/33622850 http://dx.doi.org/10.1136/bmjoq-2020-001067 Text en © Author(s) (or their employer(s)) 2021. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. http://creativecommons.org/licenses/by-nc/4.0/ http://creativecommons.org/licenses/by-nc/4.0/This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/. |
spellingShingle | Quality Education Report Collins, Caitlyn Mathura, Pamela Ip, Shannon Kassam, Narmin Tapardel, Anca Applying improvement science to establish a resident sustained quality improvement (QI) educational model |
title | Applying improvement science to establish a resident sustained quality improvement (QI) educational model |
title_full | Applying improvement science to establish a resident sustained quality improvement (QI) educational model |
title_fullStr | Applying improvement science to establish a resident sustained quality improvement (QI) educational model |
title_full_unstemmed | Applying improvement science to establish a resident sustained quality improvement (QI) educational model |
title_short | Applying improvement science to establish a resident sustained quality improvement (QI) educational model |
title_sort | applying improvement science to establish a resident sustained quality improvement (qi) educational model |
topic | Quality Education Report |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7907874/ https://www.ncbi.nlm.nih.gov/pubmed/33622850 http://dx.doi.org/10.1136/bmjoq-2020-001067 |
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