Will Kristen K, Essary Alison
Ms. Kristen K. Will: Director, Clinical Programs and Accreditation, Clinical Associate Professor, College of Health Solutions, Arizona State University, Tempe, AZ. Ms. Alison Essary: Scrivner Family Director of the Research, Quality Improvement and Patient Safety (ResQIPS) Program, and Clinical Professor, College of Health Sciences, Northern Arizona University-Phoenix Biomedical Campus HonorHealth Academic Affairs, Scottsdale, AZ.
J Contin Educ Health Prof. 2021 Apr 1;41(2):153-156. doi: 10.1097/CEH.0000000000000330.
Comprehensive, high-value patient-centered care incorporates many facets of the health care system that are beyond the realm of traditional medical knowledge and/or clinical skills.
We describe a novel, learning program integrating systems-based practice curricula into competency-based interprofessional continuing education curriculum for health care professionals. The program incorporated experiential, team-based learning through the development of quality improvement projects. Presurveys and postsurveys assessed participant knowledge and skills. Mixed-level modeling analysis was used to examine the differences across all participants and each cohort.
Across all individuals in all cohorts, postsurvey scores significantly improved (pretest score 2.65) (P ≤ .001). Controlling for cohort year, postsurvey scores increased between cohorts 1 and 2 (B = 0.52; P = .01) and between cohorts 2 and 3 (B = 0.24; P = .15), although increased were nonsignificant. Cohort participants also participated in health systems improvement projects and leveraged improved patient outcomes.
This project signifies a unique approach to delivering systems-based curricula to interprofessional learners in the health care system. Participants became more engaged in systems change, influenced network-level QI initiatives and improvement projects, and positively influenced patient-centered outcomes. Health systems can model this program by partnering with academic organizations to scale and disseminate best practices.
全面、高价值的以患者为中心的护理包含了医疗保健系统的许多方面，这些方面超出了传统医学知识和/或临床技能的范畴。
我们描述了一个新颖的学习项目，该项目将基于系统的实践课程整合到针对医疗保健专业人员的基于能力的跨专业继续教育课程中。该项目通过开展质量改进项目，纳入了体验式、基于团队的学习。预调查和后调查评估了参与者的知识和技能。使用混合水平建模分析来检验所有参与者和每个队列之间的差异。
在所有队列的所有个体中，后调查得分显著提高（预测试得分2.65）（P≤.001）。在控制队列年份的情况下，第1组和第2组之间（B = 0.52；P =.01）以及第2组和第3组之间（B = 0.24；P =.15）后调查得分有所增加，尽管增加不显著。队列参与者还参与了卫生系统改进项目，并利用这些项目改善了患者结局。
该项目标志着一种向医疗保健系统中的跨专业学习者提供基于系统的课程的独特方法。参与者更加积极地参与系统变革，影响网络层面的质量改进计划和改进项目，并对以患者为中心的结局产生了积极影响。卫生系统可以通过与学术组织合作来推广和传播最佳实践，以此为该项目树立典范。
