Developing a Longitudinal Ql Curriculum to Practically Teach Quality Improvement to Trainees

1Henry Ford Hospital, Detroit, MI
2Henry Ford Hospital, Detroit, MI
3Henry Ford Hospital, Detroit, MI

Meeting: Hospital Medicine 2010, April 8-11, Washington, D.C.

Abstract number: 178


Program directors are responsible for teaching and evaluating resident competence in quality improvement (QI) activities. Recent literature has highlighted various methods to accomplish this goal using varied curricula, facilitation tools, and rotational structures. The ACGME, in conjunction with the Institute for Healthcare Improvement (IHI). has also analyzed the benefits and barriers to various approaches for involving residents in QI activities.


To create a longitudinal curriculum for transitional‐year residents in QI activities related to an inpatient medical teaching unit.


A unique interactive curriculum was developed using learning objectives based on the IHI knowledge domains of Continual Improvement and Innovation in Health Care. Utilizing multiple specific learning activities, including interactive discussions, reflection on patient perspectives, and observation of ongoing hospital QI initiatives, the stated objectives were taught and supervised by hospitalist faculty. Residents initially completed the IHI Open School online modules to introduce formal principles of quality improvement, after which they collaborated in small groups to develop and implement a small‐scale intervention on a geographically localized inpatient general medicine teaching unit. The selected intervention was designed to enhance resident work flow and therefore their ability to provide patient care. The QI intervention also provided the residents with a contrasting perspective lo the larger system's QI initiatives.


We developed a novel, year‐long, longitudinal QI curriculum for transitional‐year residents that incorporated key components learned from the literature. This curriculum successfully engaged a diverse group of residents who were able to understand and apply QI principles by making QI relevant lo Their daily palienT care experiences. The program was well received by residents, who felt empowered To change their local inpatienl environment. This program also created a unique opportunity for academic hospitalists to teach and evaluate QI skills required for the ACGME systems‐based practice and practice‐based learning and improvement competencies and create a framework for teaching such topics to other training specialties.

Author Disclosure:

A. Lukowski, none; P, Watson, none; K. Caverzagie, ABIM, employment.

To cite this abstract:

Lukowski A, Caverzagie K, Watson P. Developing a Longitudinal Ql Curriculum to Practically Teach Quality Improvement to Trainees. Abstract published at Hospital Medicine 2010, April 8-11, Washington, D.C. Abstract 178. Journal of Hospital Medicine. 2010; 5 (suppl 1). Accessed April 6, 2020.

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