BACKGROUND: Improving the quality of health care and education has become a mandate at all levels within the medical profession. While several published quality improvement (QI) assessment tools exist, all have limitations in addressing the range of QI projects undertaken by learners in undergraduate medical education, graduate medical education, and continuing medical education. OBJECTIVE: We developed and validated a tool to assess QI projects with learner engagement across the educational continuum. METHODS: After reviewing existing tools, we interviewed local faculty who taught QI to understand how learners were engaged and what these faculty wanted in an ideal assessment tool. We then developed a list of competencies associated with QI, established items linked to these competencies, revised the items using an iterative process, and collected validity evidence for the tool. RESULTS: The resulting Multi-Domain Assessment of Quality Improvement Projects (MAQIP) rating tool contains 9 items, with criteria that may be completely fulfilled, partially fulfilled, or not fulfilled. Interrater reliability was 0.77. Untrained local faculty were able to use the tool with minimal guidance. CONCLUSIONS: The MAQIP is a 9-item, user-friendly tool that can be used to assess QI projects at various stages and to provide formative and summative feedback to learners at all levels.
BACKGROUND: Improving the quality of health care and education has become a mandate at all levels within the medical profession. While several published quality improvement (QI) assessment tools exist, all have limitations in addressing the range of QI projects undertaken by learners in undergraduate medical education, graduate medical education, and continuing medical education. OBJECTIVE: We developed and validated a tool to assess QI projects with learner engagement across the educational continuum. METHODS: After reviewing existing tools, we interviewed local faculty who taught QI to understand how learners were engaged and what these faculty wanted in an ideal assessment tool. We then developed a list of competencies associated with QI, established items linked to these competencies, revised the items using an iterative process, and collected validity evidence for the tool. RESULTS: The resulting Multi-Domain Assessment of Quality Improvement Projects (MAQIP) rating tool contains 9 items, with criteria that may be completely fulfilled, partially fulfilled, or not fulfilled. Interrater reliability was 0.77. Untrained local faculty were able to use the tool with minimal guidance. CONCLUSIONS: The MAQIP is a 9-item, user-friendly tool that can be used to assess QI projects at various stages and to provide formative and summative feedback to learners at all levels.
Authors: Christopher M Wittich; Thomas J Beckman; Monica M Drefahl; Jayawant N Mandrekar; Darcy A Reed; Bryan J Krajicek; Rudy M Haddad; Furman S McDonald; Joseph C Kolars; Kris G Thomas Journal: Med Educ Date: 2010-03 Impact factor: 6.251
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Authors: Mamta K Singh; Greg Ogrinc; Karen R Cox; Mary Dolansky; Julie Brandt; Laura J Morrison; Beth Harwood; Greg Petroski; Al West; Linda A Headrick Journal: Acad Med Date: 2014-10 Impact factor: 6.893
Authors: James L Leenstra; Thomas J Beckman; Darcy A Reed; William C Mundell; Kris G Thomas; Bryan J Krajicek; Stephen S Cha; Joseph C Kolars; Furman S McDonald Journal: J Gen Intern Med Date: 2007-06-30 Impact factor: 5.128