Integrating improvement competencies into residency education: A pilot project from a pediatric continuity clinic

Julie J. Mohr; Greg D. Randolph; Matthew M. Laughon; Eva Schaff

doi:10.1367/1539-4409(2003)003<0131:IICIRE>2.0.CO;2

Integrating improvement competencies into residency education: A pilot project from a pediatric continuity clinic

Julie J. Mohr^*, Greg D. Randolph, Matthew M. Laughon, Eva Schaff

^*Corresponding author for this work

Surgery

Research output: Contribution to journal › Article › peer-review

42 Scopus citations

Abstract

Objective. - The Accreditation Council for Graduate Medical Education (ACGME) requires residents to attain 6 core competencies. This article describes a model for integrating 2 of these competencies (practice-based learning and improvement and systems-based practice) into residency education and assesses the clinical outcomes achieved for patients. Study design. - An observational study with before-after comparisons. Intervention. - Pediatric faculty facilitated multidisciplinary improvement team meetings (which included 8 residents) and implemented an established improvement model to improve the selected clinical condition (immunizations). Main outcome measures. - The proportion of consecutive children who were up-to-date on DTP, polio, MMR, HIB, and hepatitis B vaccines by 24 months of age. Results. - The residents' improvement team successfully implemented 5 changes in the clinic process, which coincided with an increase in immunization rates for 2-year-olds during the 1-year study period. Clinic immunization rates increased from 60% at baseline to 86% at follow-up (P = .04). Conclusion. - This study suggests that it is feasible to integrate practice-based learning and improvement and systems-based practice into residency education while providing a valuable learning experience for residents and improving patient outcomes.

Original language	English (US)
Pages (from-to)	131-136
Number of pages	6
Journal	Ambulatory Pediatrics
Volume	3
Issue number	3
DOIs	https://doi.org/10.1367/1539-4409(2003)003<0131:IICIRE>2.0.CO;2
State	Published - 2003

Funding

This research was funded by a grant from the UNC Program on Health Outcomes at the University of North Carolina Chapel Hill. The authors wish to thank and recognize the contribution of our team: Angela Amin, MD; Martha Dechert, MD; Kori Flower, MD; Bill Lagarde, MD; Michelle Mikol, MD; Kathy Mohanty, MD; Sarah Ogrosky, MD; Sherry Starnes, MD; Pat Yee, RN; and Ann Murphy.

Keywords

Core competencies
Quality improvement
Residency education
Systems-based practice

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1367/1539-4409(2003)003<0131:IICIRE>2.0.CO;2

Cite this

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title = "Integrating improvement competencies into residency education: A pilot project from a pediatric continuity clinic",

abstract = "Objective. - The Accreditation Council for Graduate Medical Education (ACGME) requires residents to attain 6 core competencies. This article describes a model for integrating 2 of these competencies (practice-based learning and improvement and systems-based practice) into residency education and assesses the clinical outcomes achieved for patients. Study design. - An observational study with before-after comparisons. Intervention. - Pediatric faculty facilitated multidisciplinary improvement team meetings (which included 8 residents) and implemented an established improvement model to improve the selected clinical condition (immunizations). Main outcome measures. - The proportion of consecutive children who were up-to-date on DTP, polio, MMR, HIB, and hepatitis B vaccines by 24 months of age. Results. - The residents' improvement team successfully implemented 5 changes in the clinic process, which coincided with an increase in immunization rates for 2-year-olds during the 1-year study period. Clinic immunization rates increased from 60% at baseline to 86% at follow-up (P = .04). Conclusion. - This study suggests that it is feasible to integrate practice-based learning and improvement and systems-based practice into residency education while providing a valuable learning experience for residents and improving patient outcomes.",

keywords = "Core competencies, Quality improvement, Residency education, Systems-based practice",

author = "Mohr, {Julie J.} and Randolph, {Greg D.} and Laughon, {Matthew M.} and Eva Schaff",

note = "Funding Information: This research was funded by a grant from the UNC Program on Health Outcomes at the University of North Carolina Chapel Hill. The authors wish to thank and recognize the contribution of our team: Angela Amin, MD; Martha Dechert, MD; Kori Flower, MD; Bill Lagarde, MD; Michelle Mikol, MD; Kathy Mohanty, MD; Sarah Ogrosky, MD; Sherry Starnes, MD; Pat Yee, RN; and Ann Murphy.",

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language = "English (US)",

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T2 - A pilot project from a pediatric continuity clinic

AU - Mohr, Julie J.

AU - Randolph, Greg D.

AU - Laughon, Matthew M.

AU - Schaff, Eva

N1 - Funding Information: This research was funded by a grant from the UNC Program on Health Outcomes at the University of North Carolina Chapel Hill. The authors wish to thank and recognize the contribution of our team: Angela Amin, MD; Martha Dechert, MD; Kori Flower, MD; Bill Lagarde, MD; Michelle Mikol, MD; Kathy Mohanty, MD; Sarah Ogrosky, MD; Sherry Starnes, MD; Pat Yee, RN; and Ann Murphy.

PY - 2003

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N2 - Objective. - The Accreditation Council for Graduate Medical Education (ACGME) requires residents to attain 6 core competencies. This article describes a model for integrating 2 of these competencies (practice-based learning and improvement and systems-based practice) into residency education and assesses the clinical outcomes achieved for patients. Study design. - An observational study with before-after comparisons. Intervention. - Pediatric faculty facilitated multidisciplinary improvement team meetings (which included 8 residents) and implemented an established improvement model to improve the selected clinical condition (immunizations). Main outcome measures. - The proportion of consecutive children who were up-to-date on DTP, polio, MMR, HIB, and hepatitis B vaccines by 24 months of age. Results. - The residents' improvement team successfully implemented 5 changes in the clinic process, which coincided with an increase in immunization rates for 2-year-olds during the 1-year study period. Clinic immunization rates increased from 60% at baseline to 86% at follow-up (P = .04). Conclusion. - This study suggests that it is feasible to integrate practice-based learning and improvement and systems-based practice into residency education while providing a valuable learning experience for residents and improving patient outcomes.

AB - Objective. - The Accreditation Council for Graduate Medical Education (ACGME) requires residents to attain 6 core competencies. This article describes a model for integrating 2 of these competencies (practice-based learning and improvement and systems-based practice) into residency education and assesses the clinical outcomes achieved for patients. Study design. - An observational study with before-after comparisons. Intervention. - Pediatric faculty facilitated multidisciplinary improvement team meetings (which included 8 residents) and implemented an established improvement model to improve the selected clinical condition (immunizations). Main outcome measures. - The proportion of consecutive children who were up-to-date on DTP, polio, MMR, HIB, and hepatitis B vaccines by 24 months of age. Results. - The residents' improvement team successfully implemented 5 changes in the clinic process, which coincided with an increase in immunization rates for 2-year-olds during the 1-year study period. Clinic immunization rates increased from 60% at baseline to 86% at follow-up (P = .04). Conclusion. - This study suggests that it is feasible to integrate practice-based learning and improvement and systems-based practice into residency education while providing a valuable learning experience for residents and improving patient outcomes.

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Integrating improvement competencies into residency education: A pilot project from a pediatric continuity clinic

Abstract

Funding

Keywords

ASJC Scopus subject areas

UN SDGs

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