Objective. To assess the current state of quality improvement and patient safety (QIPS) education at a large teaching hospital. Methods. We surveyed 429 trainees (138 residents, 291 clinical fellows) and 38 program directors (PDs; 2 were PDs of >1 program) from 39 Accreditation Council for Graduate Medical Education–accredited training programs. Results. Twenty-nine PDs (76.3%) and 259 trainees (60.3%) responded. Most trainees (68.8%) reported participation in projects culminating in scholarly products (39.9%) or clinical innovations (44%). Most PDs reported that teaching (88.9%) and project supervision (83.3%) are performed by expert faculty. Nearly half of the PDs (45.8%) and trainees (49.6%) perceived project-based learning to be of equal value to formal curricula. Compared with trainees, a greater proportion of PDs reported needs for funding for projects, teaching faculty to provide mentorship, and faculty development (P < .05). Conclusions. Providing additional financial, administrative, and operational support could enhance the value of curricula and projects. Developing expert teaching faculty is paramount.
DavisNLDavisDAJohnsonNM. Aligning academic continuing medical education with quality improvement: a model for the 21st century. Acad Med. 2013;88:1437-1441.
2.
Association of American Medical Colleges. Teaching for Quality: Integrating Patient Safety and Quality Improvement Across the Continuum of Medical Education: An Expert Report. Washington, DC: Association of American Medical Colleges; 2013.
3.
NascaTJPhilibertIBrighamTFlynnTC. The next GME accreditation system—rationale and benefits. N Engl J Med. 2012;366:1051-1056.
WeissKBWagnerRNascaTJ. Development, testing, and implementation of the ACGME Clinical Learning Environment Review (CLER) program. J Grad Med Educ. 2012;4:396-398.
OgrincGHeadrickLAMuthaSColemanMTO’DonnellJMilesPV. A framework for teaching medical students and residents about practice-based learning and improvement, synthesized from a literature review. Acad Med. 2003;78:748-756.
8.
TessAVYangJJSmithCCFawcettCMBatesCKReynoldsEE. Combining clinical microsystems and an experiential quality improvement curriculum to improve residency education in internal medicine. Acad Med. 2009;84:326-334.
9.
WongBMEtchellsEEKuperALevinsonWShojaniaKG. Teaching quality improvement and patient safety to trainees: a systematic review. Acad Med. 2010;85:1425-1439.
10.
WongBMLevinsonWShojaniaKG. Quality improvement in medical education: current state and future directions. Med Educ. 2012;46:107-119.
WongBMGoguenJShojaniaKG. Building capacity for quality: a pilot co-learning curriculum in quality improvement for faculty and resident learners. J Grad Med Educ. 2013;5:689-693.
13.
PhilibertIGonzalez Del ReyJALannonCLieh-LaiMWeissKB. Quality improvement skills for pediatric residents: from lecture to implementation and sustainability. Acad Pediatr. 2014;14:40-46.
14.
StarmerAJSectishTCSimonDW. Rates of medical errors and preventable adverse events among hospitalized children following implementation of a resident handoff bundle. JAMA. 2013;310:2262-2270.
15.
StarmerAJSpectorNDSrivastavaRAllenADLandriganCPSectishTC. I-PASS, a mnemonic to standardize verbal handoffs. Pediatrics. 2012;129:201-204.
16.
NeuspielDRHymanDLaneM. Quality improvement and patient safety in the pediatric ambulatory setting: current knowledge and implications for residency training. Pediatr Clin North Am. 2009;56:935-951.
17.
MannKJCraigMSMosesJM. Quality improvement educational practices in pediatric residency programs: survey of pediatric program directors. Acad Pediatr. 2014;14:23-28.
18.
SukalichSElliottJORuffnerG. Teaching medical error disclosure to residents using patient-centered simulation training. Acad Med. 2014;89:136-143.
19.
StroudLMcIlroyJLevinsonW. Skills of internal medicine residents in disclosing medical errors: a study using standardized patients. Acad Med. 2009;84:1803-1808.
20.
ShojaniaKGLevinsonW. Clinicians in quality improvement: a new career pathway in academic medicine. JAMA. 2009;301:766-768.
LevinsonWRothmanAIPhillipsonE. Creative professional activity: an additional platform for promotion of faculty. Acad Med. 2006;81:568-570.
25.
SimpsonDHaflerJBrownDWilkersonL. Documentation systems for educators seeking academic promotion in U.S. medical schools. Acad Med. 2004;79:783-790.
26.
TaylorBBParekhVEstradaCASchleyerASharpeB. Documenting quality improvement and patient safety efforts: the quality portfolio. A statement from the Academic Hospitalist Taskforce. J Gen Intern Med. 2014;29:214-218.
27.
CraigMSGarfunkelLCBaldwinCD. Pediatric resident education in quality improvement (QI): a national survey. Acad Pediatr. 2014;14:54-61.
