Elizabeth R Berger1, Lindsey Kreutzer2, Amy Halverson2, Anthony D Yang2, Stephen Reinhart3, Kevin J O' Leary4, Mark V Williams5, Karl Y Bilimoria2, Julie K Johnson6. 1. Illinois Surgical Quality Improvement Collaborative Coordinating Center, Chicago, Illinois; Surgical Outcomes and Quality Improvement Center (SOQIC), Department of Surgery and Center for Healthcare Studies, Feinberg School of Medicine and Northwestern Medicine, Northwestern University, Chicago, Illinois; Breast Service, Department of Surgery, Memorial Sloan Kettering Cancer Center, New York, New York. 2. Illinois Surgical Quality Improvement Collaborative Coordinating Center, Chicago, Illinois; Surgical Outcomes and Quality Improvement Center (SOQIC), Department of Surgery and Center for Healthcare Studies, Feinberg School of Medicine and Northwestern Medicine, Northwestern University, Chicago, Illinois. 3. Illinois Surgical Quality Improvement Collaborative Coordinating Center, Chicago, Illinois; Ambulatory Quality, NorthShore University Healthsystem, Evanston, Illinois. 4. Illinois Surgical Quality Improvement Collaborative Coordinating Center, Chicago, Illinois; Department of Medicine, Northwestern University, Chicago, Illinois. 5. Center for Health Services Research, University of Kentucky, Lexington, Kentucky. 6. Illinois Surgical Quality Improvement Collaborative Coordinating Center, Chicago, Illinois; Surgical Outcomes and Quality Improvement Center (SOQIC), Department of Surgery and Center for Healthcare Studies, Feinberg School of Medicine and Northwestern Medicine, Northwestern University, Chicago, Illinois. Electronic address: julie.k.johnson@northwestern.edu.
Abstract
OBJECTIVE: Our objectives were to (1) develop a curriculum based upon participants' needs, (2) evaluate baseline QI knowledge of the Illinois Surgical Quality Improvement Collaborative (ISQIC) members, and (3) evaluate the effectiveness of the educational curriculum. DESIGN: The Surgeon Champion (SC), Surgical Clinical Reviewer (SCR), and QI Designee at each ISQIC hospital completed a QI curriculum containing online modules and in-person trainings. A surgical adaptation of QI-KAT, a validated QI knowledge assessment with multiple-choice and free-response sections, was administered pre- and postcurriculum. Three blinded educators scored each exam using a rubric-based scoring tool (54 total points). SETTING: The ISQIC is a 52-hospital learning collaborative. Generally, ISQIC participants had little prior formal training or experience with quality improvement. RESULTS: Among 52 hospitals, 144 pretests and 112 post-tests were collected. Mean scores increased from 66% (35.6 points) to 77% (41.6 points; p < 0.001). Across all hospitals, all participant groups scored higher on the post-test (SCs 15%, SCRs 21%, QI Designees 17%). There was no significant difference in post-test mean scores among different team members: SCs 44 points, SCRs 42 points, QI Designees 44 points, (p = 0.76). When the post-test scores were aggregated at the hospital level, hospitals with new surgical QI programs improved more than hospitals with established programs (new 18%, established 11%, p < 0.05). CONCLUSIONS: QI knowledge significantly improved after completion of the ISQIC curriculum. These data support the value of formalized curricula to rapidly advance QI knowledge and application skills as a foundation for implementing QI initiatives.
OBJECTIVE: Our objectives were to (1) develop a curriculum based upon participants' needs, (2) evaluate baseline QI knowledge of the Illinois Surgical Quality Improvement Collaborative (ISQIC) members, and (3) evaluate the effectiveness of the educational curriculum. DESIGN: The Surgeon Champion (SC), Surgical Clinical Reviewer (SCR), and QI Designee at each ISQIC hospital completed a QI curriculum containing online modules and in-person trainings. A surgical adaptation of QI-KAT, a validated QI knowledge assessment with multiple-choice and free-response sections, was administered pre- and postcurriculum. Three blinded educators scored each exam using a rubric-based scoring tool (54 total points). SETTING: The ISQIC is a 52-hospital learning collaborative. Generally, ISQIC participants had little prior formal training or experience with quality improvement. RESULTS: Among 52 hospitals, 144 pretests and 112 post-tests were collected. Mean scores increased from 66% (35.6 points) to 77% (41.6 points; p < 0.001). Across all hospitals, all participant groups scored higher on the post-test (SCs 15%, SCRs 21%, QI Designees 17%). There was no significant difference in post-test mean scores among different team members: SCs 44 points, SCRs 42 points, QI Designees 44 points, (p = 0.76). When the post-test scores were aggregated at the hospital level, hospitals with new surgical QI programs improved more than hospitals with established programs (new 18%, established 11%, p < 0.05). CONCLUSIONS: QI knowledge significantly improved after completion of the ISQIC curriculum. These data support the value of formalized curricula to rapidly advance QI knowledge and application skills as a foundation for implementing QI initiatives.
Authors: Jessica M Gonzalez-Vargas; Haroula M Tzamaras; Jason Martinez; Dailen C Brown; Jason Z Moore; David C Han; Elizabeth Sinz; Philip Ng; Michael X Yang; Scarlett R Miller Journal: Am J Surg Date: 2021-12-07 Impact factor: 3.125
Authors: Cary Jo R Schlick; Reiping Huang; Brian C Brajcich; Amy L Halverson; Anthony D Yang; Lindsey Kreutzer; Karl Y Bilimoria; Michael F McGee Journal: Dis Colon Rectum Date: 2022-07-05 Impact factor: 4.412
Authors: Ryan Howard; Lia Delaney; Amy M Kilbourne; Kelley M Kidwell; Shawna Smith; Michael Englesbe; Justin Dimick; Dana Telem Journal: JAMA Netw Open Date: 2021-05-03