Journal
AMERICAN JOURNAL OF MEDICAL QUALITY
Volume 25, Issue 2, Pages 102-108Publisher
LIPPINCOTT WILLIAMS & WILKINS
DOI: 10.1177/1062860609352108
Keywords
systems-based learning; quality improvement; patient safety; graduate medical education; health care quality
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Funding
- Medical Education and Research Committee (MERC) of the University of Wisconsin-Madison School of Medicine and Public Health
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Patient safety and quality of care are public concerns that demand personal responsibility at all levels of the health care organization. Senior residents in our graduate medical education program took responsibility for a capstone quality improvement project designed to transform them into champions for health care quality. Residents (n = 26) participated alone or in pairs in a 1-month faculty-mentored rotation at the Veterans Administration Hospital during the 2007-2008 academic year. They completed a Web-based curriculum, identified a quality-of-care issue, applied Plan-Do-Study-Act cycles, authored a report, and engaged colleagues in their innovations during a department-wide presentation. Results indicated that residents demonstrated significantly enhanced knowledge and attitudes about patient safety and quality improvement and provided consistently positive faculty and rotation evaluations. In addition, residents generated 20 quality improvement project proposals with a 50% rate of hospital-wide implementation, leading to meaningful changes in the systems that affect patient care.
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