基于实践的机构学习与改进：病例报告
Practice-based learning and improvement for institutions: a case report.
作者信息
Kirk Susan E, Howell R Edward
出版信息
J Grad Med Educ. 2010 Dec;2(4):633-7. doi: 10.4300/JGME-D-10-00071.1.
BACKGROUND
In 2006, the University of Virginia became one of the first academic medical institutions to be placed on probation, after the Accreditation Council for Graduate Medical Education (ACGME) Institutional Review Committee implemented a new classification system for institutional reviews.
INTERVENTION
After University of Virginia reviewed its practices and implemented needed changes, the institution was able to have probation removed and full accreditation restored. Whereas graduate medical education committees and designated institutional officials are required to conduct internal reviews of each ACGME-accredited program midway through its accreditation cycle, no similar requirement exists for institutions.
LEARNING
As we designed corrective measures at the University of Virginia, we realized that regularly scheduled audits of the entire institution would have prevented the accumulation of deficiencies. We suggest that institutional internal reviews be implemented to ensure that the ACGME institutional requirements for graduate medical education are met. This process represents practice-based learning and improvement at the institutional level and may prevent other institutions from receiving unfavorable accreditation decisions.
背景
2006年，在毕业后医学教育认证委员会（ACGME）机构审查委员会实施了一种新的机构审查分类系统后，弗吉尼亚大学成为首批被置于观察期的学术医疗机构之一。
干预措施
弗吉尼亚大学审查了其做法并实施了必要的变革后，该机构得以解除观察期并恢复全面认证。虽然毕业后医学教育委员会和指定的机构官员必须在每个ACGME认证项目的认证周期中途进行内部审查，但对机构却没有类似要求。
经验教训
在我们为弗吉尼亚大学设计纠正措施时，我们意识到对整个机构进行定期审计本可以防止缺陷的积累。我们建议实施机构内部审查，以确保满足ACGME对毕业后医学教育的机构要求。这一过程代表了机构层面基于实践的学习与改进，可能会防止其他机构收到不利的认证决定。
Zotero 插件