Linda A. Headrick, MD, MS, FACP February 24, 2014

Transcription

1 Linda A. Headrick, MD, MS, FACP February 24, 2014

2 Les W. Hall, MD Carla A. Dyer, MD Kristin Hahn-Cover, MD, FACP Kimberly G. Hoffman, PhD Julie Brandt, PhD Douglas S. Wakefield, PhD

3 Create a continuum of learning about quality and safety for medical students in a way that will advance our understanding of quality & safety education in the core professional development of physicians

4 Teaching for Quality (Te4Q) Embed quality improvement & patient safety across the continuum of medical education

5 Educate physicians to provide effective patient-centered care for the people of Missouri and beyond

6 Able to deliver effective patient-centered care Honest with high ethical standards Knowledgeable in biomedical sciences, EBM, and social/cultural issues Critical thinkers; problem-solvers Able to communicate Able to collaborate Committed to improving quality and safety Committed to life-long learning and professional formation

7 Work as members of the health care team, striving for excellence in quality of care & safety Assess the results of current practice, analyze the literature to determine best practice, & take action to close any gaps Recognize their own limitations & acknowledge the potential hazards in delivering health care Problem solve; reconcile errors & near misses Be committed to proactive systems improvement

8 Continuum of Education in Quality and Safety Beginning Medical Student Foundation Concepts, Skills & Values Medical School Graduate Applications Resident Demonstrated Basic Competency Faculty Integration/Role Modeling

9 Integrated new learning experiences (including interprofessional) into the core curriculum Engaged local experts Developed new faculty leaders Accessed the clinical simulation center Attracted internal and external resources

10 Created a laboratory for building and testing innovative educational experiences in quality improvement and patient safety (QI/PS) Built interprofessional educational experiences through relationships with leaders in MU s other health professional training programs

11 Center for Health Care Quality (CHCQ) leaders who are experts in QI/PS application and research Office of Medical Education experts in medical education research QI/PS faculty and staff throughout the academic health center

12 Modest funding Mentoring from education and QI/PS experts Focus on developing capacity to design and evaluate education innovations in a way that led to scholarly products

13 Increased the authenticity and experiential aspects of the new learning experiences

14 Internal resources: Included those already dedicated to core curricular activities External resources: multi-site collaborations Robert Wood Johnson Foundation Achieving Competence Today Josiah Macy Jr. Foundation Retooling for Quality and Safety Faculty Development in Interprofessional Team Based Care

15 MU SOM Continuum in Quality and Safety Year 1 White Coat Ceremony Partners in Education Partners in Care Year 2 Year 3 Year 4 Interprofessional Quality & Safety Patient Safety Conferences TIIPS (Internal Medicine clerkship) ACT Curriculum Quality/Safety Electives

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17 Other Results: Learning and Patient Care Improvements in orthopedic order sets Improvements in multi-disciplinary rounding process Improvement in student comfort identifying patient safety issues and analyzing issues to find a cause Student suggestions more robust than hospital staff regarding similar events Hall, L. et.al Quality and Safety in Healthcare, 2010

18 Accelerated Faculty and Staff Development in QI/PS SOM & MUHC leaders attend Intermountain Health Care ATP courses ATP daughter course: Process Improvement Leadership Development 2013 MUHC Clinical Leaders QI Program

19 QI/PS part of the core curriculum for over 800 MU SOM graduates, Formal QI/PS education for > 480 faculty and staff at MU SOM and MUHC Multiple improvements in clinical care QI modeled in medical education

20 9 peer-reviewed publications from MU, plus 5 from multi-site collaborations 5 invited papers, book chapters and policy papers 48 peer-reviewed posters and presentations 45 invited presentations at national and international meetings

21 Clear aim Committed leaders at multiple levels Engaged faculty Clinical QI/PS expertise Expertise in education QI Mentors for education innovation, evaluation & scholarship Core curricular resources Collaborations across the academic health center

22 Meaningful clinical improvement experiences for all learners Clinical faculty members all practicing and teaching QI/PS in the context of everyday work Medical educators all demonstrably modeling QI in education

23 1. Singh MK, Ogrinc G, Cox K, Headrick LA, Dolansky M, Brandt J, Morrison LJ, Harwood B, Petroski G, West A. The Quality Improvement Knowledge Application Tool Revised (QIKAT-R). Academic Medicine (accepted). 2. Ulbrich S, Campbell J, Dyer C, Gregory G, Hudson S. Interprofessional education on health literacy: Session development, implementation, and evaluation. Annals of Behavioral Science and Medical Education. 2013; 19(1): Vyas D, McCulloh R, Dyer C, Gregory G, Higbee D. An interprofessional course using human patient simulation to teach patient safety and teamwork skills. American Journal of Pharmaceutical Education. 2012; 76 (4): Headrick LA, Barton AJ, Ogrinc G, et al. Results of an effort to integrate quality and safety into medical and nursing school curricula and foster joint learning. Health Aff (Millwood). 2012;31: Armstrong G, Headrick LA, Madigosky W, Ogrinc G. Designing education to improve care. Jt Comm Journal on Quality and Patient Safety. January 2012: 38(12): Headrick LH, Shalaby M, Baum KD, Fitzsimmons AB, Hoffman KD, Höglund P, et al. Exemplary care and learning sites: linking the continual improvement of learning and the continual improvement of care. Acad Med. 2011;86(11):e6 7.

24 7. Hall LW, Scott SD, Cox KR, et al. Effectiveness of patient safety training in equipping medical students to recognise safety hazards and propose robust interventions. Qual Saf Health Care 2010;19: Cox K, Scott S, Hall L, Aud M, Headrick LA, Madsen R. Uncovering differences among health professions trainees exposed to an interprofessional patient safety curriculum. Quality Management in Health Care. 2009;18(3): Hall LW, Headrick LA, Cox KR, Deane K, Gay JW, Brandt J. Linking health professional learners and health care workers on action-based improvement teams. Quality Management in Health Care. 2009;18: Hoffman KG, Brown RMA, Gay J, Headrick LA. How an educational improvement project improved the summative evaluation of medical students. QSHC 2009;18: Hoffman KG, Griggs MD, Kerber CA, Wakefield M, Garrett E, Kersten C, Hosokawa MC, Headrick LA. An educational improvement project to track patient encounters: toward a more complete understanding of third year medical students experiences. QSHC 2009;18: Hall LW, Cox KR, Scott S, Aud M, Allmon A, Despins L, Pasupathy K. Problem-based quality/safety curriculum enhances interprofessional teamwork. Quality and Safety in Health Care. 2008;17; Barnsteiner JH, Disch JM, Hall L, Mayer D, Moore SM. Promoting interprofessional education. Nurs Outlook May-Jun;55(3): Madigosky WS, Headrick LA, Nelson K, Cox KR, Anderson T. Changing and sustaining medical students knowledge, skills, and attitudes about patient safety and medical fallibility. Acad Med. 2006:81(1):