促进质量改进和患者安全教育领域的教师发展：一种基于团队的方法。

Jump-Starting Faculty Development in Quality Improvement and Patient Safety Education: A Team-Based Approach.

机构信息

S.M. van Schaik is professor of pediatrics and director of faculty development, Bridges Curriculum, University of California, San Francisco School of Medicine, San Francisco, California. A. Chang is professor of medicine and director, Clinical Microsystems Clerkships, University of California, San Francisco School of Medicine, San Francisco, California. S. Fogh is associate professor of radiation oncology and site director, Clinical Microsystems Clerkships, University of California, San Francisco School of Medicine, San Francisco, California. M. Haehn is assistant professor of anesthesiology and associate quality director, Department of Anesthesiology, University of California, San Francisco School of Medicine, San Francisco, California. A. Lyndon is associate professor of nursing and chair, Family Health Care Nursing, University of California, San Francisco, San Francisco, California. B. O'Brien is associate professor of medicine, University of California, San Francisco School of Medicine, and director, Fellowship in Health Professions Education Evaluation and Research, San Francisco Veterans Affairs Medical Center, San Francisco, California. P. O'Sullivan is professor, Department of Medicine, and director, Research and Development in Medical Education, Center for Faculty Educators, University of California, San Francisco School of Medicine, San Francisco, California. S. Ranji is professor of medicine, University of California, San Francisco School of Medicine, and chief, Division of Hospital Medicine, Zuckerberg San Francisco General Hospital, San Francisco, California. G. Rosenbluth is professor of pediatrics and director, Quality and Safety Programs, Office of Graduate Medical Education, University of California, San Francisco School of Medicine, San Francisco, California. N. Sehgal is professor of medicine, University of California, San Francisco School of Medicine, and vice president and chief quality officer, UCSF Health, San Francisco, California. J. Tabas is professor of emergency medicine and director, Outcomes and Innovations, Office of Continuing Medical Education, University of California, San Francisco School of Medicine, San Francisco, California. R.B. Baron is professor of medicine and associate dean for graduate and continuing medical education, University of California, San Francisco School of Medicine, San Francisco, California.

出版信息

Acad Med. 2019 Nov;94(11):1728-1732. doi: 10.1097/ACM.0000000000002784.

DOI:10.1097/ACM.0000000000002784

PMID:31663959

Abstract

PROBLEM

Quality improvement (QI) and patient safety (PS) are cornerstones of health care delivery. Accreditation organizations increasingly require that learners engage in QIPS. For many faculty, these are new domains. Additional faculty development is needed for them to teach and mentor trainees. Existing programs, such as the Association of American Medical Colleges Teaching for Quality (Te4Q) program, target individual faculty and thus accommodate only limited participants at a time, which is problematic for institutions that need to train many faculty to support their learners.

APPROACH

The authors invited diverse stakeholders from across the University of California, San Francisco (UCSF) School of Medicine and related health systems to participate in a team-based adaptation of the Te4Q program. The teams completed 5 projects based on previously identified priority areas to increase local capacity for QIPS teaching: (1) online modules for faculty new to QIPS, (2) a tool kit for graduate medical education programs, (3) a module for medical school clerkship directors, (4) guidelines for faculty to integrate early learners into QI projects, and (5) a "Teach-for-UCSF" certificate program in teaching QIPS.

OUTCOMES

Thirty-five faculty members participated in the initial Te4Q workshop in January 2015, and by fall 2016, all projects were implemented. These projects led to additional faculty development initiatives and a rapidly expanding number of faculty across campus with expertise in teaching QIPS.

NEXT STEPS

Further collaborations between faculty focused on QIPS in care delivery and those focused on QIPS education to promote QIPS teaching have resulted from these initial projects.

摘要

问题

质量改进（QI）和患者安全（PS）是医疗服务提供的基石。认证组织越来越要求学习者参与 QIPS。对于许多教师来说，这些都是新的领域。他们需要额外的教师发展，才能教授和指导学员。现有的项目，如美国医师学院协会的教学质量（Te4Q）项目，针对的是个别教师，因此一次只能容纳有限的参与者，这对于需要培训许多教师来支持学员的机构来说是有问题的。

方法

作者邀请了来自加利福尼亚大学旧金山分校（UCSF）医学院和相关医疗系统的不同利益相关者，参与基于 Te4Q 项目的团队改编。这些团队完成了 5 个项目，这些项目基于先前确定的增加 QIPS 教学能力的优先领域：（1）针对新接触 QIPS 的教师的在线模块，（2）研究生医学教育计划工具包，（3）医学院实习主任模块，（4）教师将早期学习者纳入 QI 项目的指南，以及（5）在教学 QIPS 方面的“为 UCSF 而教”证书课程。