QI Curriculum Results - Institute for Healthcare Improvement



Quality Improvement (QI) in the Curriculum Search Results (April 2009-Present)

Results submitted by students or faculty in IHI Open School Chapters

We have been asking students and faculty to explore their school’s curriculum to find out whether quality improvement and patient safety are included, and if so, where. We’d like to share a few highlights from the Chapter Challenge – searching for Quality Improvement in your school’s curriculum. Each school has a unique approach in teaching its students about components of quality improvement and patient safety. This is not an exhaustive curriculum search, but rather an overview of opportunities to learn about quality improvement and patient safety found by students and faculty around the world.

British Columbia Institute of Technology (Vancouver, British Columbia, Canada): Students take an online quality management program consisting of 8 courses teaching QI, organizational/technological change, and project management. Students are also required to complete a capstone mini-consulting course in which they report to faculty, subject experts, and workplace sponsors. All courses involve a mix of student-student and student-instructor interaction, as well as individually completed assignments and group work.

Submitted by: Shan Satoglu, B.Sc., MBA (health sciences faculty), April 2009

Duke University (Durham, North Carolina): Medical students take a week-long patient safety clinical core course between their first two clinical clerkships. There are relevant courses, such as health care quality, pay for performance, a relevant clinical core series, and a relevant clinical core week. The medical students are also required to complete a quality improvement project during their first clinical clerkship in family medicine. Lastly, the Department of Medicine faculty includes IHI videos in lectures.

Submitted by: Aasim Saeed (medical student), April 2009

University of Dundee (Dundee, Scotland): Medical students learn about quality improvement and patient safety through their foundations of medical practice, system-based learning, and task-based learning courses. A few of the lecturers who teach about QI/PS include the COO from a local hospital, an airline pilot and crew resource management expert, and a WHO "Patients for Patient Safety" champion. Currently, the medicine faculty is looking to integrate nursing students into a few of the medicine courses.

Submitted by: Peter Davey, MD (medicine faculty), April 2009

Instituto Tecnólogico y de Estudios Superiories de Monterrey (Monterrey, Mexico): The school has a healthcare quality improvement residency for full- time post-graduate physicians. This is a three year program developed for residents. Topics covered include communication skills, teambuilding, change and improvement, and innovation in healthcare.

Submitted by: Arturo Martinez (healthcare quality improvement resident), April 2009

Northeastern Ohio Universities Colleges of Medicine and Pharmacy (Akron, Ohio): NEOCOM integrates quality improvement teaching into the medical student clerkship topics within surgery, medicine, family medicine and obstetrics.

Submitted by: Zachary Jenkins (medical student), April 2009

Thomas Jefferson University (Philadelphia, Pennsylvania): There are two relevant courses at TJU: quality measures and outcomes analysis as well as performance improvement. Other aspects of QI/PS are integrated into several other courses, a few of which include: health policy, pharmacy practice, radiologic sciences – patient care, and healthcare delivery systems. There is also an interclerkship day that focuses on the importance of QI/PS in clinical practice.

Submitted by: Valerie Pracilio (population health student), April 2009

Universitetet i Bergen (Bergen, Norway): Quality improvement and patient safety courses are integrated into the social medicine and general practice courses for medical students.  Medical students have the opportunity to complete a research project; quality improvement is an optional topic.

Submitted by: Maria Mellemstrand (medical student), April 2009

University of California – San Francisco (San Francisco, California): Nursing students have the opportunity to take a course in patient safety and quality of care, nursing workforce and health systems as well as measuring outcomes of health care. Generally, QI and PS are taught as separate courses. Students in the IHI Open School Chapter have an opportunity to join local quality improvement projects.

Submitted by: Roxanne O'Brien RN, MS, PhD(c) (nursing faculty), April 2009

University of Kentucky (Lexington, Kentucky): Physician Assistant students learn about QI/PS within their clinical lecture series, clinical lab procedures, and the emergency medicine clerkship. Kentucky students also participate in the national CLARION case study competition, an interprofessional case study competition.

Submitted by: Kevin M. Schuer, MPH, PA-C (health sciences faculty), April 2009

University of Oslo (Oslo, Norway): Medical students take courses in evidence-based medicine, leadership training, and quality. Courses relevant to quality are required, not optional. Students have the option to conduct an “observe through the patient’s eyes” project during their 5th year of medical school and have the opportunity to conduce a quality improvement project during their 6th year of medical school.

Submitted by: Jo-Inge Myhre (medical student), April 2009

University of San Diego (San Diego, California): Medicine, nursing, and pharmacy students learn about QI/PS in the policy and health systems course, scope of practice in nursing course, and clinical nurse leadership course – to name a few. Nurses, pharmacists, and local guest lecturers teach these topics. Students also have the opportunity to develop a change proposal for a clinical unit within a clinical agency to improve quality of care and/or promote patient safety. They also develop and implement a community project that improves population health in a specific community. Students also have an opportunity to join a quality improvement project through the Graduate Nursing Students Association (GNSA) and the IHI Open School Chapter.

Submitted by: Ben Brenners (nursing student), April 2009

Levine Children's Hospital Center for Advancing Pediatric Excellence (Charlotte, North Carolina): Pediatric Residents learn about quality improvement and patient safety through a three year progressive QI curriculum, clinical rotations, a journal club, and grand rounds. Throughout the program, Residents will complete the IHI Open School QI courses, meet with personal QI Mentors, and Participate as a Reside Champion on a QI Project. 

Submitted by: Mary H. McConnell, MHA, Lean Six Sigma –GB (Program Manager), March 2010

From these examples, we know quality improvement and patient safety are integrated in a variety of ways at different depths. We urge students and faculty to continue their work to integrate quality improvement and patient safety training into all health profession programs.

If you would like to share your school’s quality improvement and patient safety curriculum integration, please complete the template that follows and submit to openschool@ .

Thank you to the schools that participated!

We Need Your Help!

Chapter Challenge:  Tell us about your curriculum!

…Research, Ask, Tell Us

 

It’s hard to keep up with what each of the thousands of health profession programs are teaching throughout the world.  We need your help! Does your school include quality improvement and patient safety in its curriculum?  Or are students/trainees exposed to these topics in another arena?  We want to hear from you.  Ask each of your Chapter members to report back with what QI/PS is taught in their programs.  Please complete and submit this form to smills@.  We'll post your results on the website, so you can compare your school, residency or fellowship to others!  Share your results with your faculty advisor; they'll be interested to know!

 

1.       Start with your Faculty Advisor.  Ask your Faculty Advisor(s) about classes that they or their colleagues teach. 

        List the courses here:

1. 

2. 

3. 

4.                                                                                                      9.

5.                                                                                                      10.

 

2.       Are quality improvement and patient safety taught as a separate course(s) or are they integrated into other courses?

□ Integrated

□ Separate

□ In some health profession programs it's integrated. In others, it's taught separately. 

     Please explain: _________________________________________________________

   

3.       If quality improvement/patient safety is integrated, into which courses are they integrated? (Example: patient experience, health policy, etc.)

        List the courses here and indicate whether each is required (R) or an elective (E):

1.       5.

2.                                                                                                      6.

3.                                                                                                      7.

4.                                                                                                      8.

 

4.       If quality improvement/patient safety are integrated into another course (ex: health policy), how much time is spent on the topic?  (If quality and safety are integrated into more than one course, answer this question for the course that features these topics most prominently.)

□   One PowerPoint slide

□   One lecture

□   Several lectures

□   More than 1/2 of the course

 

5.       Who teaches the course/lecture?

□ Faculty from the School(s) of _ ________________ (Nursing, Medicine, Pharmacy, etc)

□ Guest lecturers (local health professionals, visiting quality experts, etc)

     Who? _______________________________________________________________________

 

6.       What type of material is covered? (Check all that apply)

□ History of quality/safety movement

□ National/local structure (ex: AHRQ, IHI, JCAHO, etc.)

□ Tools/Techniques (ex: Plan Do Study Act cycles, run charts, etc.)

□ Topics (ex: Errors/Apologies, Human Factors)

□ Current Events (ex: news stories, current journal articles, etc.)

□ Other.  Please explain: ___________________________________________________________ ________________________________________________________________________________

 

7.       Are there any opportunities through courses or other programs on your campus for students to be part of a quality improvement project or practicum? (example: ACT program, etc)

List the opportunities, with a short description, here: ___________________________________________________________ ________________________________________________________________________________

 

8.      Did you discover anything else interesting during your search you’d like to share?

__________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________ 

Please return the completed form to Shannon Mills at smills@. Thank you!

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