Jacob R Gillen1, Adriana G Ramirez2, Diane W Farineau3, Tracey R Hoke4, Bruce D Schirmer2, Michael D Williams2, Christine L Lau2. 1. Department of Surgery, University of Virginia Health System, Charlottesville, Virginia. Electronic address: jrg9x@virginia.edu. 2. Department of Surgery, University of Virginia Health System, Charlottesville, Virginia. 3. Office of Graduate Medical Education, University of Virginia Health System, Charlottesville, Virginia. 4. Department of Pediatrics, University of Virginia Health System, Charlottesville, Virginia.
Abstract
BACKGROUND: Meaningful education of residents in systems-based practice is notoriously challenging, despite its recognition as 1 of the 6 Accreditation Council for Graduate Medical Education core competencies. To address this challenge, surgery residents and other members of the health care team were organized into interdisciplinary workgroups that were tasked with developing solutions to "systems issues" confronted on a daily basis. The project's goals included providing more meaningful, hands-on educational experience for residents in system-based practice, while also generating practical solutions to workflow issues through interprofessional collaboration. PROJECT DESIGN: Project participants included all surgery residents at the University of Virginia in Charlottesville, VA, as well as surgical health care professionals across all disciplines. Participants were organized into workgroups. Over the course of 3 sessions, each of 1-hour, each workgroup identified commonly encountered systems issues, chose 1 issue to address, and determined an implementable solution for this issue. In total, 140 participants were divided among 13 workgroups. PROJECT EXECUTION: Workgroup topics ranged from improving paging etiquette to standardizing interdisciplinary communication. In total, 9 of the 13 proposals have been piloted or fully implemented as standard practice at our institution, either within a single unit or over the entire health system. DISCUSSION: This project demonstrates an innovative approach toward resident education in system-based practice, providing residents with a hands-on experience in problem solving from a systems perspective. These interdisciplinary workgroups generated effective solutions to issues that were meaningful to frontline health care providers. Interdisciplinary collaboration within the workgroups served as a valuable team-building exercise to improve relations between the disciplines. This project can serve as a model for other institutions desiring meaningful education in the Accreditation Council for Graduate Medical Education competency of systems-based practice. Copyright Â
BACKGROUND: Meaningful education of residents in systems-based practice is notoriously challenging, despite its recognition as 1 of the 6 Accreditation Council for Graduate Medical Education core competencies. To address this challenge, surgery residents and other members of the health care team were organized into interdisciplinary workgroups that were tasked with developing solutions to "systems issues" confronted on a daily basis. The project's goals included providing more meaningful, hands-on educational experience for residents in system-based practice, while also generating practical solutions to workflow issues through interprofessional collaboration. PROJECT DESIGN: Project participants included all surgery residents at the University of Virginia in Charlottesville, VA, as well as surgical health care professionals across all disciplines. Participants were organized into workgroups. Over the course of 3 sessions, each of 1-hour, each workgroup identified commonly encountered systems issues, chose 1 issue to address, and determined an implementable solution for this issue. In total, 140 participants were divided among 13 workgroups. PROJECT EXECUTION: Workgroup topics ranged from improving paging etiquette to standardizing interdisciplinary communication. In total, 9 of the 13 proposals have been piloted or fully implemented as standard practice at our institution, either within a single unit or over the entire health system. DISCUSSION: This project demonstrates an innovative approach toward resident education in system-based practice, providing residents with a hands-on experience in problem solving from a systems perspective. These interdisciplinary workgroups generated effective solutions to issues that were meaningful to frontline health care providers. Interdisciplinary collaboration within the workgroups served as a valuable team-building exercise to improve relations between the disciplines. This project can serve as a model for other institutions desiring meaningful education in the Accreditation Council for Graduate Medical Education competency of systems-based practice. Copyright Â
Authors: Samir S Awad; Shawn P Fagan; Charles Bellows; Daniel Albo; Beverly Green-Rashad; Marlen De la Garza; David H Berger Journal: Am J Surg Date: 2005-11 Impact factor: 2.565
Authors: Seth A Waits; Bradley N Reames; Robert W Krell; Benjamin Bryner; Terry Shih; Andrea T Obi; Peter K Henke; Rebecca M Minter; Michael J Englesbe; Sandra L Wong Journal: J Surg Educ Date: 2014 Mar-Apr Impact factor: 2.891
Authors: Peter Pronovost; Sean Berenholtz; Todd Dorman; Pam A Lipsett; Terri Simmonds; Carol Haraden Journal: J Crit Care Date: 2003-06 Impact factor: 3.425