Te4Q Educational Project ReviewQI/PS Safety Teaching for UCSF

A Blueprint for Faculty Development

Bobby Baron, Anna Chang, Shannon Fogh, Melissa Haehn, Rachael Lucatorto, Audrey

Lyndon, Bridget O’Brien, Patricia O’Sullivan, Sumant Ranji, Glenn Rosenbluth, Niraj Sehgal,

Jeff Tabas, Sandrijn van Schaik

Goal/Aim

The overall goal of UCSF’s participation in the Te4Q Program is to develop both a broad and a deep bench of faculty who can teach and role model competencies relevant to patient safety

and quality improvement

While several separate teams at UCSF are tackling faculty development for specific groups,

the goal of the blueprint project is to create an overarching structure that helps faculty to

identify and choose from available resources, programs and pathways

Context: Faculty of the 21st century

Core educator

skills

Systems skills

Value-based care for diverse

populations

Inquiry

Outcomes-based

assessment

Interprofessional collaboration

Medical Informatics

To prepare our learners for their roles as physicians of the 21st century, we need to ensure that our faculty can model and teach the values and competencies we believe shape these future physicians.

Context: Faculty of the 21st century

Core educator

skills

Systems skills

Value-based care for diverse

populations

Inquiry

Outcomes-based

assessment

Interprofessional collaboration

Medical Informatics

To prepare our learners for their roles as physicians of the 21st century, we need to ensure that our faculty can model and teach the values and competencies we believe shape these future physicians.

Learning Objectives

As a result of this project, faculty will be able to

1. Describe the competencies related to QI/PS expected from the learners they encounter

2. Identify their own learning needs to be an effective role model and teacher

3. Choose the most appropriate faculty development program or pathway

Educational Design and Strategies

• Faculty Development for Teaching QI/PS (“systems skills”) will be embedded in a broader effort of faculty development to ensure that UCSF faculty are well-prepared to educate the physicians of the 21st century

Educational Design and Strategies

• We propose a central website that directs faculty to various resources for faculty development in QI/PS teaching skills

• The faculty development offerings will be organized according to level of proficiency needed depending on the role a faculty member as teacher/educator

Different offerings for different needs

Core educator

skills

Systems skills

Value-based care for diverse

populations

Inquiry

Outcomes-based

assessment

Interprofessional collaboration

Diversity

Faculty development offerings are targeted at varying levels of expertise, depending on the role of the faculty member

ProficientExpertMaster

Levels of Expertise

Proficient: All teaching faculty

Expert: Faculty with specific responsibilities in instruction/curriculum development/assessment and/or oversight

Master: Faculty developers

MasterExpertProficient

E D U C A T I O N

P A T I E N T C A R E

Clinical faculty – Clinic/Unit leaders – Unit-based leadership teams – QI/Patient Safety leadership

Teaching faculty – CMC lead faculty – Clerkship directors – GME directors – Faculty developers

• Our model recognizes that there is, and should be, overlap between teaching systems skills and applying such skills to patient care

Model for proficiency in systems skills

MasterExpertProficient

E D U C A T I O N

P A T I E N T C A R E

Clinical faculty – Clinic/Unit leaders – Unit-based leadership teams – QI/Patient Safety leadership

Teaching faculty – CMC lead faculty – Clerkship directors – GME directors – Faculty developers

Teach for UCSF CertificateCMC Faculty resourcesModule for clerkship directorsGME Toolkit

CPI 101CPI 200 etc.

• Demonstrate effective strategies to engage learners across professions and the continuum in QI/PS

• Employ QI/PS tools as a mechanism to develop teaching strategies based on assessment of learner knowledge, skills and attitudes

• Facilitate learner reflection around QI/PS issues.

• Design experiential learning activities for learners to apply QI/PS concepts

• Mentor learners in participation at any phase of a quality improvement and patient safety project.

Objectives

Objectives

• Define the Model for Improvement using Plan/Do/Study/Act cycles

• Identify the champion for QI in their clinical microsystem

• Identify an activity in their clinical environment that they would like to improve and describe options for improving the performance of that activity

• Teach core QI/PS topics and model the associated behaviors and skills

• Describe milestones/EPAs for learners within the program/clerkship

• Define learning gaps within residency/clerkship related to QI/PS

• Develop goals and objectives for quality and safety within residency/clerkship programs

• Develop a specialty-specific tailored curriculum in QI/PS for their trainees

• Collaborate with appropriate CPI champion to implement trainee-driven QI/PS projects

• Assess trainees’ performance in CPI and or QI/PS projects and map this milestones

• Identify and utilize existing dashboards and safety metrics for their specialty and develop learner specific feedback

F a c u l t y d e v e l o p m e n t o ff e r i n g s

Educational Design and Strategies

• The central website will link to on-line modules and other materials for self-study, as well as to schedules and sign-up for in-person workshops

• An FAQ section with self-assessment questions to help faculty decide what offering(s) are most suitable for their needs will be included

Learner Assessment

• Measured improvement in participant KSAs for each faculty development offering

• Learner (faculty) satisfaction with website in helping identify learning needs and matching faculty development offerings

Program Evaluation

Process outcomes:• Number of faculty who visit website

• Number of faculty who participate in one of the programs/use resources etc.

Overall program outcomes:• Perceived quality of teaching by faculty in areas of QI/PS

(student/resident evaluations)

• Number of students/residents/etc. mentored in QI/PS projects

• Improvement in organizational metrics in QI/PS, value, and patient experience (indicator of alignment)

Summary of progress to date

• Created a conceptual model for faculty development around QI/PS

• Mapped learning objectives of ongoing Te4Q projects to model

• Identified areas of synergy and overlap for different projects

• Identified stakeholders and collaborators for creation of central website

Five team projects of to a great start...

Targeting:1) Clinical Microsystem Clerkship Leaders

2) Graduate Medical Education Program Directors

3) Clerkship Directors

4) Faculty Developers

5) Faculty with other priorities

Barriers/challenges

• Getting faculty for whom this is not a primary career focus to buy-in to the need for basic development at the proficiency level may be a challenge.

• Making the offerings engaging, modular and easily accessible will be essential for the success of the overall program.

• It will also be essential that the central website will be user friendly and highly functional, and we will work with our educational technology group to ensure we accomplish and maintain this goal

Next steps/timeline

• Different components of faculty development will be rolled out at different times

• Aim to have core website with links to main resources available by end of current academic year (2015-2016)

Dissemination Plan and Additional Activities

• We will disseminate the existence of the website widely among our internal users

• We will share our experience with the Te4Q program as an exemplar for others at national conferences (eg. AAMC Medical Education Conference) and through peer reviewed publication

• The different components of the faculty development program as a whole will all be disseminated separately as described by the respective project teams