Radiology resident educationA Quality Assurance Elective for Radiology Residents1
Section snippets
Goals of elective
After approval by our radiology education committee, we have introduced a structured QA elective for our radiology residents. The broad goals of this elective are to familiarize residents with the principles and practice of QA. In addition, this training will meet the core competency requirement guidelines as established by the ACGME. We firmly believe that this exposure will enable our residents to initiate their own continuous performance improvement programs in their future careers.
The
Structure of the elective
To maximize exposure and mentoring, we allow one resident to participate in this elective at a time. For a resident to be eligible, he or she should have completed the first year of radiology training and must have the approval of the Director of the radiology residency program and our director of radiology quality assurance. We do allow residents from other training programs and other fields to participate in our elective program, and more commonly will allow nonradiology residents to
Discussion
Although the goals of this elective are ambitious, each rotation is structured according to the varying interests of each resident. During the final week of this elective, residents meet with the radiology QI director to review the overall elective experience, at which time the resident receives feedback from program staff and the resident provides feedback about the elective. Because QA is not a universally popular topic among trainees, particularly as it is not a subject tested on American
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Cited by (28)
Characteristics of Durable Quality Improvement: A 6-Year Case Study
2018, Journal of the American College of RadiologyResident Idea System: A Novel Tool to Engage Trainees in Quality Improvement at the Institutional Level
2017, Journal of the American College of RadiologyCitation Excerpt :As part of the Clinical Learning Environment Review process, site visitors specifically focus on how institutions are engaging trainees in these initiatives [1,2]. Recently, many departments have developed didactic curricula in quality improvement and safety [3-6]. Multiple studies have demonstrated the value of involving trainees in quality improvement [7-10].
Practical Implications for an Effective Radiology Residency Quality Improvement Program for Milestone Assessment
2017, Academic RadiologyCitation Excerpt :A number of barriers to the success of resident QI initiatives have been identified: lack of education, lack of ideas, limited faculty mentorship, and lack of dedicated time and resources (7–9). A few programs have reported diverse approaches including the development of a comprehensive curriculum (5), a quality assurance elective (10), a resident QI leadership position (11), a systems-based practice project requirement (4), and a dedicated general competency curriculum (12). This article provides a practical guide to the creation and successful implementation of a radiology resident QI program comprising a specific QI curriculum and assessment methods in accordance with the ACGME milestones.
Radiology Residency Quality Improvement Curriculum: Lessons Learned
2016, Current Problems in Diagnostic RadiologyA novel program to improve patient safety by integrating peer review into the emergency medicine residency curriculum
2014, Journal of Emergency MedicineCitation Excerpt :Our goals were to improve patient care through the systematic, proactive analysis of high-risk cases; expose residents to the performance improvement process and chart review; and improve the translation of knowledge gained from peer review across the entire department. Similar efforts have been described in other specialties, but the diversity of patient care goals, lack of accepted quality metrics, and provider scheduling patterns unique to Emergency Medicine make this initiative especially challenging (4–7). After 2 years of CQR, we surveyed the residents to evaluate their opinion of the process.
The unmet need for a national surgical quality improvement curriculum: A systematic review
2014, Journal of Surgical EducationCitation Excerpt :In response to this clearly unmet need, professional societies and other educational resources have released educational material and individual components of QI curricula for program directors to help facilitate implementation of a QI curriculum in surgery (Table 5). Details of nonsurgical QI curriculum blueprints are shown in Table A1 of Appendix.23-47 Table A2 of Appendix outlines nonsurgical opinion pieces, consensus statements, and needs assessments regarding the importance of QI initiatives within graduate medical education.48-52,58,60
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Supported by the Beth Israel Hospital Radiology Foundation.