BACKGROUND: Meaningful resident engagement in quality improvement (QI) remains challenging. Barriers include a lack of time and of faculty with QI expertise. We leveraged our internal medicine (IM) residency program's adoption of an "X" (inpatient rotations) plus "Y" (ambulatory block) schedule to implement a QI curriculum for all residents during their ambulatory block. OBJECTIVE: We sought to engage residents in interprofessional QI, improve residents' QI confidence and knowledge and application to practice, and create opportunities for QI scholarship. METHODS: In July 2015, the program provided dedicated time for QI in the ambulatory block. All categorical IM residents and 11 voluntary faculty mentors were divided into 10 teams based on clinic site and "Y" block schedule. Teams participated in resident-led, interprofessional ambulatory QI projects. Resident QI knowledge and confidence were assessed before the curriculum and 11 months after using the Quality Improvement Knowledge Application Tool-Revised (QIKAT-R) and surveys. QI project implementation and scholarship were tracked. RESULTS: All categorical residents (N = 81) participated. Residents reported increased confidence in all QI skills, and they demonstrated increased knowledge, with mean QIKAT-R paired scores improving from 15.8 ± 4.6 to 19.1 ± 5.9 (n = 45 pairs, P < .001). A total of 9 of 10 teams implemented process changes, and 6 team project improvements have been sustained. CONCLUSIONS: This ongoing curriculum engaged IM and IM-psychiatry residents in QI during their ambulatory block using volunteer clinic faculty mentors. Residents demonstrated improved QI confidence and knowledge. The majority of resident projects were sustained and generated scholarship.
BACKGROUND: Meaningful resident engagement in quality improvement (QI) remains challenging. Barriers include a lack of time and of faculty with QI expertise. We leveraged our internal medicine (IM) residency program's adoption of an "X" (inpatient rotations) plus "Y" (ambulatory block) schedule to implement a QI curriculum for all residents during their ambulatory block. OBJECTIVE: We sought to engage residents in interprofessional QI, improve residents' QI confidence and knowledge and application to practice, and create opportunities for QI scholarship. METHODS: In July 2015, the program provided dedicated time for QI in the ambulatory block. All categorical IM residents and 11 voluntary faculty mentors were divided into 10 teams based on clinic site and "Y" block schedule. Teams participated in resident-led, interprofessional ambulatory QI projects. Resident QI knowledge and confidence were assessed before the curriculum and 11 months after using the Quality Improvement Knowledge Application Tool-Revised (QIKAT-R) and surveys. QI project implementation and scholarship were tracked. RESULTS: All categorical residents (N = 81) participated. Residents reported increased confidence in all QI skills, and they demonstrated increased knowledge, with mean QIKAT-R paired scores improving from 15.8 ± 4.6 to 19.1 ± 5.9 (n = 45 pairs, P < .001). A total of 9 of 10 teams implemented process changes, and 6 team project improvements have been sustained. CONCLUSIONS: This ongoing curriculum engaged IM and IM-psychiatry residents in QI during their ambulatory block using volunteer clinic faculty mentors. Residents demonstrated improved QI confidence and knowledge. The majority of resident projects were sustained and generated scholarship.
Authors: Stephanie R Starr; Jordan M Kautz; Atsushi Sorita; Kristine M Thompson; Darcy A Reed; Barbara L Porter; David L Mapes; Catherine C Roberts; Daniel Kuo; Pavithra R Bora; Tarig A Elraiyah; Mohammad H Murad; Henry H Ting Journal: Am J Med Qual Date: 2015-01-12 Impact factor: 1.852
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: Neda Laiteerapong; Chris E Keh; Keith B Naylor; Vincent L Yang; Lisa M Vinci; Julie L Oyler; Vineet M Arora Journal: Am J Med Qual Date: 2011-03-29 Impact factor: 1.852
Authors: Colleen Y Colbert; John D Myers; Christian T Cable; Paul E Ogden; Curtis Mirkes; Tresa McNeal; Shawn Skeen Journal: J Grad Med Educ Date: 2012-06
Authors: G Ogrinc; S E Mooney; C Estrada; T Foster; D Goldmann; L W Hall; M M Huizinga; S K Liu; P Mills; J Neily; W Nelson; P J Pronovost; L Provost; L V Rubenstein; T Speroff; M Splaine; R Thomson; A M Tomolo; B Watts Journal: Qual Saf Health Care Date: 2008-10
Authors: Reem A Mustafa; Kristin Gillenwater; Suzanne K Miller; Abdelrahman Aly; Hema Pamulapati; Travis M Sifers; Darwish Naji; Betty Drees; David Wooldridge Journal: J Grad Med Educ Date: 2020-08