Building Resident Quality Improvement Knowledge and Engagement Through a Longitudinal, Mentored, and Experiential...

Area of Science:

• Medical Education
• Quality Improvement Science
• Healthcare Systems

Background:

• Quality Improvement (QI) training is crucial for resident medical education and ACGME core competencies.
• Existing literature highlights key components for successful QI education initiatives.
• A structured curriculum is needed to effectively impart QI skills to medical residents.

Purpose of the Study:

• To present an evidence-based QI curriculum for internal medicine residents.
• To outline the key components of a successful QI educational program.
• To evaluate the curriculum's impact on resident QI knowledge and project development.

Main Methods:

• A mandatory, five-part longitudinal QI educational series was implemented for second-year residents.
• The curriculum utilized the Institute for Healthcare Improvement (IHI) model for improvement.
• Residents engaged in case-based didactics, experiential learning via QI projects, and multilayered mentorship.

Main Results:

• 234 internal medicine residents completed the curriculum, developing 67 QI projects.
• Projects were presented at local, regional, and national conferences.
• Quality Improvement Knowledge Application Tool Revised (QIKAT-R) scores significantly increased from 4.6 to 6.3 (p < .001).

Conclusions:

• A longitudinal, experiential, and mentored QI curriculum effectively teaches residents QI skill sets.
• The curriculum incorporates successful educational and adult learning principles.
• Results demonstrate improved trainee QI knowledge and contributions to systems-level improvements.