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Teaching Quality Improvement Initiatives in Obstetrics and Gynecology
Mary DeAgostino-Kelly1, C Andrew Combs2, Rebecca F Hamm1
1Department of Obstetrics and Gynecology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.
Obstetrics and Gynecology Clinics of North America
|February 15, 2026
Summary
Teaching Quality Improvement (QI) in Obstetrics and Gynecology is crucial for advancing patient care. This study outlines best practices for developing curricula, implementing training, and mentoring clinicians in QI.
Area of Science:
- Medical Education
- Healthcare Quality Improvement
- Obstetrics and Gynecology
Background:
- Quality Improvement (QI) is essential for advancing Obstetrics and Gynecology (OB/GYN) practice.
- Formal QI education is increasingly endorsed by governing bodies.
- Established recommendations for teaching QI in OB/GYN are lacking.
Purpose of the Study:
- To provide comprehensive recommendations for teaching QI in Obstetrics and Gynecology.
- To outline best practices, suggestions, and common pitfalls in QI education for OB/GYN clinicians and learners.
- To support the prioritization and growth of QI initiatives within the OB/GYN field.
Main Methods:
- Literature review of current QI education strategies.
- Analysis of authors' practical experiences in teaching QI.
- Structured approach covering curriculum development, program implementation, and mentorship.
Main Results:
- Key elements for effective QI curriculum development in OB/GYN identified.
- Strategies for successful implementation of QI training programs detailed.
- Essential components of mentorship in QI for OB/GYN professionals highlighted.
Conclusions:
- Effective teaching of QI is vital for OB/GYN's future.
- Structured guidance on curriculum, implementation, and mentorship is needed.
- Adoption of best practices will enhance QI competency in OB/GYN.
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