Michelle J Clarke1, Fay L Steffens2, Grant W Mallory3, Stephanie R Starr4, Barbara L Porter2, William E Krauss3, Eugene C Dankbar2. 1. Department of Neurologic Surgery, Mayo Clinic, Rochester, Minnesota, USA. Electronic address: Clarke.michelle@mayo.edu. 2. Mayo Quality Academy, Mayo Clinic, Rochester, Minnesota, USA. 3. Department of Neurologic Surgery, Mayo Clinic, Rochester, Minnesota, USA. 4. Mayo Quality Academy, Mayo Clinic, Rochester, Minnesota, USA; Community Pediatric and Adolescent Medicine, Mayo Clinic, Rochester, Minnesota, USA.
Abstract
BACKGROUND: Quality Improvement (QI) is essential for improving health care delivery and is now a required component of neurosurgery residency. However, neither a formal curriculum nor implementation strategies have been established by the Accreditation Council for Graduate Medical Education. METHODS: We describe our experience with implementing a formal QI curriculum, including structured didactics and resident led group-based QI projects. Course materials and didactics were provided by the Mayo Quality Academy. Participants were required to take a 30-question multiple-choice exam to demonstrate basic proficiency in QI methods following completion of didactic. An anonymous survey also was performed to elicit feedback from course participants. RESULTS: All of the 40 student participants (17 residents) were able to demonstrate basic proficiency in QI methods on a standardized exam upon course completion. Of the 9 attempted QI projects, 7 were completed, with 5 of those resulting in sustained process changes. The majority of participants felt formal training improved confidence in QI processes and was a valuable professional tool for their careers. CONCLUSIONS: A formal didactic curriculum and practical application of QI methodologies adds value to resident training. Further, it has the potential to positively impact practice. Consideration should be given to adopting a formal QI curriculum by other neurosurgery departments and perhaps standardization on national level.
BACKGROUND: Quality Improvement (QI) is essential for improving health care delivery and is now a required component of neurosurgery residency. However, neither a formal curriculum nor implementation strategies have been established by the Accreditation Council for Graduate Medical Education. METHODS: We describe our experience with implementing a formal QI curriculum, including structured didactics and resident led group-based QI projects. Course materials and didactics were provided by the Mayo Quality Academy. Participants were required to take a 30-question multiple-choice exam to demonstrate basic proficiency in QI methods following completion of didactic. An anonymous survey also was performed to elicit feedback from course participants. RESULTS: All of the 40 student participants (17 residents) were able to demonstrate basic proficiency in QI methods on a standardized exam upon course completion. Of the 9 attempted QI projects, 7 were completed, with 5 of those resulting in sustained process changes. The majority of participants felt formal training improved confidence in QI processes and was a valuable professional tool for their careers. CONCLUSIONS: A formal didactic curriculum and practical application of QI methodologies adds value to resident training. Further, it has the potential to positively impact practice. Consideration should be given to adopting a formal QI curriculum by other neurosurgery departments and perhaps standardization on national level.
Authors: Patrick D Kelly; Aaron M Yengo-Kahn; Steven G Roth; Scott L Zuckerman; Rohan V Chitale; John C Wellons; Lola B Chambless Journal: Neurosurgery Date: 2021-10-13 Impact factor: 5.315