JOURNAL OF THE LOUISIANA STATE MEDICAL SOCIETY
Innovating Graduate Medical Education at the Clinical Learning Environment: The Enhancing Quality Improvement for Patients Rotation
Fred Rodriguez, Jr., MD, Treva Lincoln, BA, C. Leigh Peters, D. Blady, RN, E. Roslyn Pruitt, RN, Robin McGoey, MD, Murtuza Ali, MD
Background: Graduatemedical education accreditation requires resident participation in interdisciplinary quality improvement and patient safety projects.
Objective: Louisiana State University School of Medicine - New Orleans (LSUSOM), in collaboration with its major teaching site, has developed a unique, multiple-modality clinical rotation.
Methods:Throughexperiential learninganddidactics (in-person lectures andonlinemodules), the rotation offers amultimodality approach to educatinghouseofficers about quality improvement andpatient safety. Pre-and post-test data and effectiveness of the overall approach were studied using surveys. Results: The rotationhas been available for three academic years. Knowledge acquisition is reflected in the results of pre and post-rotation testing (61%-80%), with post-testing effectiveness rating of 4.35 (5-point Likert scale). An increased number of resident-led initiatives and scholarly works have originated from the rotation. Conclusions: With its pedagogical approach and customizable schedule, the curriculum can be readily adapted in other graduate medical education learning environments.
INTRODUCTION In 2000, the Institute of Medicine (IOM) released To Err is Human and Crossing the Quality Chasm, the findings of which led the IOM to enunciate The 6 Aims for Improvement, defining quality health care as safe, timely, effective, efficient, equitable, and patient centered.1 Following these reports, the Department of Health and Human Services published Federal Patient Safety and Quality Improvement; Final Rules, and the Association of American Medical Colleges (AAMC) responded with the AAMC Policy Guidance on Graduate Medical Education: Assuring Quality Patient Care and Quality Education. These policies and regulations were part of the impetus for the Accreditation Council on Graduate Medical Education (ACGME)’s creation of the Common Program Requirements, the Next Accreditation System (NAS), and the Clinical Learning Environment Review (CLER). 2,3,4 Section VI of the ACGME Common Program Requirement, broadly titled The Learning and Working Environment, details expectations for residency education in the areas of patient safety (PS) and quality improvement (QI) (Table 1).
Core Requirements for Residents Excerpts from the ACGME Common Program Requirements CPR Reference for Full Detail
Active Participation in PS systems
VI.A.1.a).(1).(a)
Formal educational activities that promote PS-related goals, tools, and techniques Participation in PS activites that include analysis as well as formulation and implementation of actions Training and experience in QI processes Participation in interprofessional QI activities
VI.A.1.a).(2)
VI.A.1.a).(3)(b)
VI.A.1.b).(1)(a)
VI.A.1.b).(3)(a)
QI: Quality Improvement PS: Patient Safety
Table 1: Excerpts from the ACGME Common Program Requirements (CPR) for residents in the areas of patient safety (PS) and quality improvement (QI)
J La State Med Soc VOL 170 MAY/JUNE 2018 79
Made with FlippingBook Digital Publishing Software