APGO

Background: The ACGME CLER Committee reported that from 2012-2015, clinical learning environments were inconsistently incorporating trainees in quality and safety opportunities. Program-specific data from our ACGME faculty surveys (2013-2015) were reviewed for compliance. Faculty perception of resident participation in quality initiatives fell below the national mean (92%) in both years: 71% and 58% respectively.  Similarly, only 50% of the faculty reported collaboration in resident scholarly activity for 2013-2014 and 2014-2015, below the national mean of 76%.

Methods: In 2015, the guidelines project was derived to stimulate practice standardization based on best-available scientific evidence.  Resident-faculty dyads were formed to write guidelines based on clinical interest.  Teams were provided with a topic and a template for authorship. Suggested outcomes measures and checklists were incorporated as surveillance mechanisms. Guidelines were introduced via live forum attended by residents, faculty, community physicians, and nursing staff. The 2015-2016 ACGME faculty survey responses were collected and statistical analysis was performed on responses for collaboration in scholarly activity and resident engagement in quality initiatives for comparison to previous years.

Results: Results indicated a statistically significant increase in faculty perception of resident QI from 58% in 2014-2015 to 89% in 2015-2016 (p=.01) and a statistically significant increase in collaboration in scholarly activity from 50% to 85% (p < .01).

Discussions: The project was effective in engaging faculty-resident teams in quality initiatives and scholarly activity. Studies are ongoing to assess the impact on patient outcomes.

Keywords: Cognition, Human Learning Problem Solving, Evidence Based Practice, Faculty Development, Interprofessional, Instructional Materials/Methods, Patient Safety/Medical Errors