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Health Care Project Improvement Design: Proficiency Among University Faculty.

Angela F Gardner1, Tiffany B Kindratt, Venetia L Orcutt

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Summary

Faculty members show positive attitudes toward quality improvement and patient safety (QIPS) skills but lack foundational knowledge. Targeted faculty development is crucial to enhance QIPS proficiency in practice, leadership, and education.

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Area of Science:

  • Medical Education
  • Healthcare Quality
  • Patient Safety

Background:

  • Quality Improvement and Patient Safety (QIPS) are essential for healthcare excellence.
  • Assessing faculty proficiency in QIPS is vital for effective training and implementation.
  • Understanding faculty knowledge, attitudes, and self-efficacy in QIPS is a prerequisite for targeted educational interventions.

Purpose of the Study:

  • To measure faculty members' knowledge of QIPS.
  • To assess faculty attitudes and beliefs regarding their QI skills.
  • To evaluate faculty self-efficacy in participating in, leading, and teaching QIPS.

Main Methods:

  • An online survey was administered to faculty members.
  • The Quality Improvement Knowledge Assessment Tool-Revised (QIKAT-R) was used to measure knowledge.
  • Data collected included demographic characteristics, knowledge, attitudes/beliefs, and self-efficacy.

Main Results:

  • Nearly half of participants (n=236) felt moderately to extremely comfortable with QIPS skills.
  • A small percentage were comfortable teaching QIPS (20% very, 15% most).
  • The mean QIKAT-R score was 16.6 (SD=5.6), indicating a general knowledge gap despite positive self-perceptions.

Conclusions:

  • Faculty members express positive attitudes toward QIPS skills but exhibit a significant deficit in QIPS knowledge.
  • There is a need for enhanced faculty development programs focused on improving QIPS knowledge and application.
  • Interventions should aim to bolster faculty confidence and competence in participating, leading, and teaching QIPS initiatives.