临床医生在质量和创新中:对10年新学术途径的定性研究
Joanne Goldman1,2,3, Brian M Wong2,3,4, Gillian Hawker3,5
1The Wilson Centre, University Health Network and Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.
概括
学术医疗中心可以通过专门的学术途径使医疗保健质量改善的教师工作合法化. 一个新的"质量和创新的临床医生"轨道成功地将质量改进角色与学术进步相结合.
科学领域:
- 改善医疗保健质量 改善医疗保健质量
- 学术医学 学术医学
- 医生教育 医生教育
背景情况:
- 解决医疗保健质量问题是优先事项,但学术医疗中心往往缺乏参与这项工作的教师的正式学术途径.
- 本研究探讨了为质量改进计划设计的新型学术途径的实施和教师的看法.
研究的目的:
- 检查医生和部门负责人对"临床医师在质量和创新" (CQI) 学术途径的看法.
- 了解该途径如何使学术医疗中心内的质量和创新活动合法化并得到支持.
主要方法:
- 采用了定性案例研究方法.
- 与23名"质量和创新中的临床医生"教师和7名部门负责人进行了半结构化采访.
- 这项研究涉及对20个学术部门的教师角色的分析.
主要成果:
- "质量与创新的临床医生"学术课程与教师对质量改进的兴趣保持一致并得到验证.
- 这一途径促进了各种活动,包括医疗保健过程改进,护理模式开发和临床信息学.
- 与医院倡议的协同作用和修订的晋升标准是教师成功的关键推动因素.
- 尽管取得了晋升成就,但一些教师在学术和临床期望之间经历了角色紧张.
结论:
- 专门的学术途径,如"临床医师在质量和创新"的轨道,对于承认和推进教师对医疗保健质量的贡献至关重要.
- 成功实施需要与机构目标保持一致,并支持学术推广结构的变化.
- 解决学术和临床角色之间的潜在紧张关系对于优化教师参与质量改进工作至关重要.
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