Education in quality improvement for practice in primary care during residency training and subsequent activities in practice

• Published in: Journal of graduate medical education 2014-03, Vol.6 (1), p.50-54
• Main Authors: Carek, Peter J, Dickerson, Lori M, Stanek, Michele, Carter, Charles, Godenick, Mark T, Jebaily, Gerard C, Sprague, Stuart, Baxley, Elizabeth
• Format: Article
• Language: English
• Subjects: Original Research
• ISSN: 1949-8349; 1949-8357
• DOI: 10.4300/JGME-06-01-39.1

Quality improvement (QI) is an integral aspect of graduate medical education and an important competence for physicians. We examined the QI activities of recent family medicine residency graduates and whether a standardized curriculum in QI during residency resulted in greater self-reported participation in QI activities in practice after graduation. The family medicine residency programs affiliated with the South Carolina Area Health Education Consortium (N  =  7) were invited to participate in this study. Following completion of introductory educational activities, each site implemented regularly occurring (at least monthly) educational and patient care activities using QI principles and tools. Semiannually, representatives from each participating site met to review project aims and to provide updates regarding the QI activities in their program. To examine the impact of this project on QI activities, we surveyed graduates from participating programs from the year prior to and 2 years after the implementation of the curriculum. Graduates in the preimplementation and postimplementation cohorts reported participating in periodic patient care data review, patient care registries, QI projects, and disease-specific activities (57%-71% and 54%-63%, respectively). There were no significant differences in QI activities between the 2 groups except in activities associated with status of their practice as a patient-centered medical home. Most but not all family medicine graduates reported they were actively involved in QI activities within their practices, independent of their exposure to a QI curriculum during training.