J Contin Educ Health Prof. 2022 Jan 1;42(1):70-73. doi: 10.1097/CEH.0000000000000354.
ABSTRACT
INTRODUCTION: Despite the growing importance of quality improvement (QI) training in medical education, there is a lack of faculty with expertise in QI at many academic medical centers. In this report, we describe the design, implementation, and evaluation of a QI training program for faculty in hospital medicine at an academic medical center aimed at increasing faculty capacity in QI.
METHODS: With input from an initial focus group of hospital medicine faculty, we developed a 12-session, active-learning curriculum incorporating core concepts in QI applied to a real-life QI problem. We used a survey instrument to assess changes in self-reported confidence, the Quality Improvement Knowledge Application Tool-Revised to assess changes in applied knowledge, and a second focus group to obtain qualitative feedback regarding the curriculum.
RESULTS: Self-reported confidence in numerous QI skills increased after completion of the curriculum; however, concurrent improvement in applied knowledge was not observed. Qualitatively, participants not only described improved understanding of QI methodology and greater confidence contributing to QI initiatives but also a sense they were not prepared to lead a QI project independently.
DISCUSSION: An active-learning faculty training program is feasible with limited resources and was associated with increased faculty confidence in QI skills.
PMID:33929351 | DOI:10.1097/CEH.0000000000000354