Berger Elizabeth R, Kreutzer Lindsey, Halverson Amy, Yang Anthony D, Reinhart Stephen, Leary Kevin J O', Williams Mark V, Bilimoria Karl Y, Johnson Julie K
Illinois Surgical Quality Improvement Collaborative Coordinating Center, Chicago, Illinois; Surgical Outcomes and Quality Improvement Center (SOQIC), Department of Surgery and Center for Healthcare Studies, Feinberg School of Medicine and Northwestern Medicine, Northwestern University, Chicago, Illinois; Breast Service, Department of Surgery, Memorial Sloan Kettering Cancer Center, New York, New York.
Illinois Surgical Quality Improvement Collaborative Coordinating Center, Chicago, Illinois; Surgical Outcomes and Quality Improvement Center (SOQIC), Department of Surgery and Center for Healthcare Studies, Feinberg School of Medicine and Northwestern Medicine, Northwestern University, Chicago, Illinois.
J Surg Educ. 2020 Nov-Dec;77(6):1534-1541. doi: 10.1016/j.jsurg.2020.04.018. Epub 2020 Jun 15.
Our objectives were to (1) develop a curriculum based upon participants' needs, (2) evaluate baseline QI knowledge of the Illinois Surgical Quality Improvement Collaborative (ISQIC) members, and (3) evaluate the effectiveness of the educational curriculum.
The Surgeon Champion (SC), Surgical Clinical Reviewer (SCR), and QI Designee at each ISQIC hospital completed a QI curriculum containing online modules and in-person trainings. A surgical adaptation of QI-KAT, a validated QI knowledge assessment with multiple-choice and free-response sections, was administered pre- and postcurriculum. Three blinded educators scored each exam using a rubric-based scoring tool (54 total points).
The ISQIC is a 52-hospital learning collaborative. Generally, ISQIC participants had little prior formal training or experience with quality improvement.
Among 52 hospitals, 144 pretests and 112 post-tests were collected. Mean scores increased from 66% (35.6 points) to 77% (41.6 points; p < 0.001). Across all hospitals, all participant groups scored higher on the post-test (SCs 15%, SCRs 21%, QI Designees 17%). There was no significant difference in post-test mean scores among different team members: SCs 44 points, SCRs 42 points, QI Designees 44 points, (p = 0.76). When the post-test scores were aggregated at the hospital level, hospitals with new surgical QI programs improved more than hospitals with established programs (new 18%, established 11%, p < 0.05).
QI knowledge significantly improved after completion of the ISQIC curriculum. These data support the value of formalized curricula to rapidly advance QI knowledge and application skills as a foundation for implementing QI initiatives.
我们的目标是：（1）根据参与者的需求制定课程；（2）评估伊利诺伊州外科质量改进协作组织（ISQIC）成员的质量改进（QI）基础知识；（3）评估教育课程的效果。
ISQIC各医院的外科冠军（SC）、外科临床评审员（SCR）和QI指定人员完成了包含在线模块和现场培训的QI课程。对QI-KAT进行了外科领域的改编，这是一种经过验证的QI知识评估工具，包含多项选择题和自由回答部分，在课程前后进行了测试。三位不知情的教育工作者使用基于评分标准的评分工具（满分54分）对每份试卷进行评分。
ISQIC是一个由52家医院组成的学习协作组织。一般来说，ISQIC的参与者此前几乎没有接受过正式的质量改进培训或相关经验。
在52家医院中，共收集到144份预测试卷和112份后测试卷。平均分数从66%（35.6分）提高到77%（41.6分；p<0.001）。在所有医院中，所有参与者组在后测试中的得分都更高（SCs提高15%，SCRs提高21%，QI指定人员提高17%）。不同团队成员在后测试中的平均分数没有显著差异：SCs为44分，SCRs为42分，QI指定人员为44分（p=0.76）。当在医院层面汇总后测试分数时，开展新的外科QI项目的医院比已开展项目的医院提高得更多（新开展项目的医院提高18%，已开展项目的医院提高11%，p<0.05）。
完成ISQIC课程后，QI知识有显著提高。这些数据支持了正规课程对于快速提升QI知识和应用技能的价值，而这些知识和技能是实施QI计划的基础。
