Continuous Quality and Practice Improvement (CQPI) is a participative and project oriented learning experience at Children's Mercy Hospitals and Clinics that is designed to assist you in continuously improving the quality and productivity of:
- The care you provide patients
- Your work environments
- Your clinical teams
- Your careers
- The quality of your work life
In CQPI you will learn and apply a variety of analytical tools and techniques that are effective in continuously improving your practices. CQPI will assist you in better developing and maintaining your clinical and research skills so that you remain on the leading edge of your field.
Your continuous professional development and the quality of care you provide will remain linked throughout your careers. Thus, an important aspect of this course is one of continuous education. Consequently, we will develop a model or framework of how you can remain current on many aspects of your practice. In addition, our goal is to make it possible for you to increase not only the quality but quantity of the care you provide.
We are aware of the many time constraints that you face so we are obligated to make this course as effective and relevant as possible for you. We do, in the spirit of CQPI, solicit, welcome, and respect thoughtful suggestions for improvements to this course.
Nonetheless, once you are given adequate educational resources, the success of this class is predominantly your responsibility - a responsibility that includes learning, applying, and sharing your expertise with your colleagues at CMH. Thus, our purposes include learning from each other and placing ourselves in the continuous mode or habit of doing so for the remainder of our careers. One of the most important ways we learn is through discussions of concepts and techniques and the applications of these in your individual projects.
In the first year of this class you will be required to attend a majority of nine lectures and complete one mandatory quality-improvement project (which will be selected by you and your fellowship program director). The nature of this class is such that we benefit greatly from having more than one faculty leading classes. The lecture topics are given below.
To better understand the several purposes of this class consider the accreditation statement of the ACGME:
In addition to knowledge content, it is critical that fellows demonstrate their ability to use technology to access scientific evidence, interpret the evidence they uncover and then apply it to the care of their patients. The program must document that a fellow is able to perform these skills and that the faculty have a structured way of teaching and evaluating such skill.
Having the fellows present at Journal Club or complete a critically-appraised topic are examples of ideal ways of teaching and assessing skills. Necessary components include faculty guidance, criteria for demonstrating competence that are transparent to both fellows and faculty and documented achievement of competence using the established criteria.
The program must also document that fellows acquire the skills needed to analyze and improve the quality of their practice. Each fellow should engage in a quality-improvement project/activity under the guidance of the faculty.
The Plan-Do-Study-Act (PDSA) cycle, as described by Berwick, which can be completed in a minimum of two-week cycles, provides a practical method for engaging fellows in this process. This requirement may also be met through fellow membership on a QI Committee. In this case there must be evidence of the fellow's active participation in the planning, implementation and analysis of an intervention on a practice outcome.
Programs must provide skilled teachers as role models who demonstrate the value of teaching students, residents, patients and families. Structured learning activities that address teaching skills should be incorporated into the curriculum. Fellows should have opportunities to practice these skills and in turn be evaluated in so doing so that feedback can be used to bring about ongoing improvement.
- Demonstrate their ability to use technology to access scientific evidence, interpret the evidence they uncover and then apply it to the care of their patients.
- Acquire the skills needed to analyze and improve the quality of their practice.
- Engage in a quality-improvement project/activity under the guidance of the faculty using the Plan-Do-Study-Act (PDSA) cycle, as described by Berwick.
- Understand the strategic role that quality and practice improvement have in achieving clinical and career success (i.e., effectiveness and efficiency).
- Learn how to continuously apply several important quality methods, models, and systems to improve the efficacy of their patient-centered care and professional lives.
- Be able to manage different strategic and tactical approaches to improving patient-centered clinical care that has safety, effectiveness, timeliness, efficiency and equity for every person, every time.
- Refine and apply CQPI and PDSA methodologies through projects of their choosing.
- Eight-week cycle: August 6 from 3:00-4:00 p.m. and August 13, 20, 27, and September 3, 10, 17, and 24, 2013 from 3:30-4:30 p.m. in the Housestaff Classroom
- Complete a formal Quality Improvement Education Program
- Demonstrate a firm understanding of Quality Improvement and Quality Improvement Tools.
- Project Timeline: one- or two-year cycle
For additional information please contact Lory Harte, Pharm D, CQPI Course Director, at firstname.lastname@example.org or (816) 701-4539.