Quality Improvement and the Program Coordinator's Role

AHME News (10/01/19) Draconi, Crys; Armstrong, Michelle; Hein, Laurie; et al.

Learning quality improvement (QI) can help program coordinators manage graduate medical education more efficiently and lead others to enhance their own professional development opportunities. Coordinators must learn QI techniques and then practice them by starting with small personal projects, such as improving assessment processes. Coordinators should check with their institution on the preferred QI model to ensure appropriate support. The most commonly taught method, the "Model for Improvement," follows four steps: Plan, Do, Study, Act. The Plan stage requires coordinators to describe their problem, organize their team, analyze the present situation, develop measures for future analysis, and decide on the change to be tested in the Do stage. The Study stage involves analyzing data gathered from the test and determining its benefits and shortcomings; coordinators must then decide whether to adopt, adapt/reassess, or reject the change in the Act stage. Coordinators can find projects to consider in their annual program evaluation and associated action plans.

Read More


Recent Stories
Alliance Podcast Episode 18: Spotlight on Leadership

Comparison of In-Person Versus Tele-Ultrasound Point-of-Care Ultrasound Training During the COVID-19 Pandemic

Rockpointe Presents Online CME Course on Treating High-Risk Patients With COVID-19