IHI Open School Faculty Development - The Faculty Role: Understanding & Modeling Fundamentals of Quality & Safety

Activity ID Released Expires
2026 December 1, 2015 October 31, 2018

Description

Medical residents are often the eyes and ears that witness the deficiencies in the systems that provide care. Do they have the knowledge, skills, and time to improve those systems in your organization? This suite of one-lesson courses provides a step-by-step guide to embedding quality and safety into your residency training. With education about the Clinical Learning Environment Review (CLER) program, practical examples of successful programs, and an experiential learning opportunity, these courses will help you equip the next generation of physicians with skills to improve health care.

The IHI Open School offers a range of online courses created by world-renowned faculty in improvement capability, patient safety, triple aim for populations, person- and family-centered care, leadership, and quality, cost, and value. Each course takes approximately 1 to 2 hours to complete and consists of three to five lessons that end with assessments.

Diplomate Engagement

Learners must complete the course and achieve a passing score of 75% on each post-lesson assessment to receive a certificate of completion.

ABMS Member Board Approvals by Type

MOC Part II CME Activity

  • Allergy and Immunology
  • Anesthesiology
  • Colon and Rectal Surgery
  • Nuclear Medicine
  • Pathology
  • Psychiatry and Neurology
  • Plastic Surgery
  • Thoracic Surgery
  • Urology

MOC Part II Self-Assessment Activity

  • Family Medicine
  • Pediatrics
  • Ophthalmology
  • Orthopaedic Surgery
  • Preventive Medicine
  • Radiology

NOTE: If a Member Board has not deemed this activity for MOC approval as an accredited CME activity, this activity may count toward an ABMS Member Board’s general CME requirement. Please refer directly to your Member Board’s MOC Part II Lifelong Learning and Self-Assessment Program Requirements.

Objectives

  1. To explain why it is important for faculty members to engage trainees in meaningful QI/PS work that is tied to everyday clinical care.
  2. To describe four principles for designing educational experience in QI/PS.
  3. To list the core competencies in QI/PS that every faculty member should possess.
  4. To list several ways faculty can model the use of improvement principles in everyday work.

Keywords

  • Medical Trainee, Medical Resident, Medical Fellow, Quality, Quality Improvement, Patient Safety, CLER, Medical Faculty, GME, Experiential Learning, Systems Thinking, Model for Improvement, Outcome Measures, Process Measures, Balancing Measures, Theories of Change, Shewhart Chart, Deming's Theory, Interprofessional Care

Specialties

  • Medical
    • Allergy & Immunology
    • Anesthesiology
    • Colon & Rectal Surgery
    • Family Medicine
    • Neurology
    • Nuclear Medicine
    • Ophthalmology
    • Orthopaedic Surgery
    • Pathology-Anatomic & Clinical
    • Pediatrics
    • Plastic Surgery
    • Preventive Medicine
    • Psychiatry
    • Radiology
    • Thoracic Surgery
    • Urology

Competencies

  • Interpersonal & Communication Skills
    • Communicate with patients
  • Interprofessional Collaboration
    • Engage interprofessionally
  • Patient Care
    • Referral/Transition/Follow-up
  • Practice-based Learning & Improvement
    • Educate patients/peers
  • Systems-based Practice
    • Coordinate care within system

Format

  • Continuing Education
    • CME Activity
      • AMA PRA Category 1 Credit
    • Maintenance of Certification (MOC)
      • ABMS MOC Part II CME Activity
        • Allergy and Immunology
        • Anesthesiology
        • Colon & Rectal Surgery
        • Nuclear Medicine
        • Pathology
        • Plastic Surgery
        • Psychiatry & Neurology
        • Thoracic Surgery
        • Urology
      • ABMS MOC Part II Self-Assessment Activity
        • Family Medicine
        • Ophthalmology
        • Orthopaedic Surgery
        • Pediatrics
        • Preventive Medicine
        • Radiology

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