Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum

Introduction Health professionals must demonstrate competencies in quality improvement (QI) and interprofessional (IP) practice. Yet few curricula are designed to address these competencies in an integrated, longitudinal way. Our experiential IP QI curriculum addresses this gap. Methods The IP QI cu...

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Autores principales:	Maya Dulay, JoAnne M. Saxe, Krista Odden, Anna Strewler, Andrew Lau, Bridget O'Brien, Rebecca Shunk
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Quality Improvement Interprofessional Education Nursing ACGME CLER Programs Nurse/Nurse Practitioner Pharmacist Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/a10bf38095554eeebbc920c0cda71b76
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spelling	oai:doaj.org-article:a10bf38095554eeebbc920c0cda71b762021-11-19T14:09:28ZPromoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum10.15766/mep_2374-8265.109322374-8265https://doaj.org/article/a10bf38095554eeebbc920c0cda71b762020-09-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10932https://doaj.org/toc/2374-8265Introduction Health professionals must demonstrate competencies in quality improvement (QI) and interprofessional (IP) practice. Yet few curricula are designed to address these competencies in an integrated, longitudinal way. Our experiential IP QI curriculum addresses this gap. Methods The IP QI curriculum was part of a San Francisco VA Health Care System training program for second-year internal medicine residents and adult gerontology primary care nurse practitioner students, pharmacy residents, and postdoctoral psychology fellows. Trainees worked in mentored IP teams to select, design, implement, evaluate, and present a project as part of a 9-month curriculum. Teaching methodologies included didactics and project-based skills application. Curriculum evaluation included trainees' QI knowledge and skills self-assessments, trainee satisfaction, mentor appraisals, and project results and impact assessments. Results From 2011–2012 to 2017–2018, 242 trainees completed the curriculum and 41 QI projects. Trainees reported high satisfaction with the introductory sessions (M = 4.4, SD = 0.7). They also reported improvement in comfort with QI knowledge and skills by the curriculum's completion. QI mentors (n = 23) observed growth in trainees' QI knowledge and skills, felt confident in trainees' ability to orchestrate a QI initiative, and believed their mentored QI projects added value to the organization. Thirty-eight projects resulted in system modifications. Discussion This IP QI curriculum offers team-based, workplace experiences for trainees to learn and apply QI knowledge and skills. Leading factors for successful implementation included attention to team-building and faculty development. Challenges included reliably collecting evaluation data, accurately measuring ongoing systems changes, and variable trainee engagement.Maya DulayJoAnne M. SaxeKrista OddenAnna StrewlerAndrew LauBridget O'BrienRebecca ShunkAssociation of American Medical CollegesarticleQuality ImprovementInterprofessional EducationNursingACGME CLER ProgramsNurse/Nurse PractitionerPharmacistMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Quality Improvement Interprofessional Education Nursing ACGME CLER Programs Nurse/Nurse Practitioner Pharmacist Medicine (General) R5-920 Education L
spellingShingle	Quality Improvement Interprofessional Education Nursing ACGME CLER Programs Nurse/Nurse Practitioner Pharmacist Medicine (General) R5-920 Education L Maya Dulay JoAnne M. Saxe Krista Odden Anna Strewler Andrew Lau Bridget O'Brien Rebecca Shunk Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum
description	Introduction Health professionals must demonstrate competencies in quality improvement (QI) and interprofessional (IP) practice. Yet few curricula are designed to address these competencies in an integrated, longitudinal way. Our experiential IP QI curriculum addresses this gap. Methods The IP QI curriculum was part of a San Francisco VA Health Care System training program for second-year internal medicine residents and adult gerontology primary care nurse practitioner students, pharmacy residents, and postdoctoral psychology fellows. Trainees worked in mentored IP teams to select, design, implement, evaluate, and present a project as part of a 9-month curriculum. Teaching methodologies included didactics and project-based skills application. Curriculum evaluation included trainees' QI knowledge and skills self-assessments, trainee satisfaction, mentor appraisals, and project results and impact assessments. Results From 2011–2012 to 2017–2018, 242 trainees completed the curriculum and 41 QI projects. Trainees reported high satisfaction with the introductory sessions (M = 4.4, SD = 0.7). They also reported improvement in comfort with QI knowledge and skills by the curriculum's completion. QI mentors (n = 23) observed growth in trainees' QI knowledge and skills, felt confident in trainees' ability to orchestrate a QI initiative, and believed their mentored QI projects added value to the organization. Thirty-eight projects resulted in system modifications. Discussion This IP QI curriculum offers team-based, workplace experiences for trainees to learn and apply QI knowledge and skills. Leading factors for successful implementation included attention to team-building and faculty development. Challenges included reliably collecting evaluation data, accurately measuring ongoing systems changes, and variable trainee engagement.
format	article
author	Maya Dulay JoAnne M. Saxe Krista Odden Anna Strewler Andrew Lau Bridget O'Brien Rebecca Shunk
author_facet	Maya Dulay JoAnne M. Saxe Krista Odden Anna Strewler Andrew Lau Bridget O'Brien Rebecca Shunk
author_sort	Maya Dulay
title	Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum
title_short	Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum
title_full	Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum
title_fullStr	Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum
title_full_unstemmed	Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum
title_sort	promoting quality improvement in primary care through a longitudinal, project-based, interprofessional curriculum
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/a10bf38095554eeebbc920c0cda71b76
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Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum

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