A novel initiative contextualizing quality improvement and systems based practice in psychiatric clinical teaching settings

The Journal of Mental Health Training, Education and Practice,Volume 14, Issue 3, Page 156-163, May 2019. Purpose Mental health providers will be increasingly called on to lead psychiatric efforts to improve care and care redesign. The Accreditation Council for Graduate Medical Education (ACGME) in the USA requires residency programs to teach quality improvement (QI) and systems-based practice (SBP) to all trainees as part of training requirements. However, teaching QI and SBP concepts without a clinical context can be challenging with low trainee engagement. The paper aims to discuss these issues. Design/methodology/approach The authors describe curricular redesign with a specialized educator faculty task force that aimed to create a longitudinal curriculum that integrated abstract QI concepts into clinical practice settings, and helped trainees apply SBP concepts throughout residency. In addition, the authors describe the utilization of resident prescriber profiles to contextualize clinical practice habits, and the implementation of an educational case conference series with emphasis on QI-specific educational tools such as root cause analysis (RCA). Findings Formal resident feedback from 2016 to 2018 has demonstrated improved trainee satisfaction. The resulting curricular change has also led to a new chief resident role and sustained engagement in QI and SBP education by trainees. Research limitations/implications The faculty task force and curricular design changes de...
Source: The Journal of Mental Health Training, Education and Practice - Category: Psychiatry & Psychology Source Type: research