An Active-Learning Quality Improvement Curriculum for Faculty in Hospital Medicine. Issue 1 (22nd April 2022)

• Record Type: Journal Article
• Authors: Muthukrishnan, Preetika; Burnett, Maria; DeVoe, Stephen G.; Kennedy, Amanda G.; Pasanen, Mark E.; Tompkins, Bradley; Repp, Allen B.
• Is Part Of: Journal of continuing education in the health professions. Volume 42:Issue 1(2022)
• Page Start: 70
• Page End: 73
• Publication Date: 2022-04-22
• Subjects: quality improvement -- continuing medical education -- curriculum development -- active learning -- faculty; Medicine -- Study and teaching (Continuing education) -- Periodicals; Paramedical education -- Periodicals; Medical education -- Periodicals; 610.7
• DOI: 10.1097/CEH.0000000000000354
• Languages: English
• ISSNs: 0894-1912

Abstract

Abstract : Supplemental Digital Content is Available in the Text. 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.