Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format
Graduate medical education is increasingly focused on patient safety and quality improvement; training programs must adapt their curriculum to address these changes. We propose a novel curriculum for emergency medicine (EM) residency training programs specifically addressing patient safety, system...
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doaj-f55028e0bf2e4dd3a3f3e30d50e46de92020-11-24T22:33:27ZengeScholarship Publishing, University of CaliforniaWestern Journal of Emergency Medicine1936-900X1936-90182015-11-0116694394610.5811/westjem.2015.9.27269Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate FormatMira Mamtani0Kevin R. Scott1Francis J. DeRoos2Lauren W. Conlon3University of Pennsylvania Perelman School of Medicine, Department of Emergency Medicine, Philadelphia, PennsylvaniaUniversity of Pennsylvania Perelman School of Medicine, Department of Emergency Medicine, Philadelphia, PennsylvaniaUniversity of Pennsylvania Perelman School of Medicine, Department of Emergency Medicine, Philadelphia, PennsylvaniaUniversity of Pennsylvania Perelman School of Medicine, Department of Emergency Medicine, Philadelphia, PennsylvaniaGraduate medical education is increasingly focused on patient safety and quality improvement; training programs must adapt their curriculum to address these changes. We propose a novel curriculum for emergency medicine (EM) residency training programs specifically addressing patient safety, systemsbased management, and practice-based performance improvement, called “EM Debates.” Following implementation of this educational curriculum, we performed a cross-sectional study to evaluate the curriculum through resident self-assessment. Additionally, a cross-sectional study to determine the ED clinical competency committee’s (CCC) ability to assess residents on specific competencies was performed. Residents were overall very positive towards the implementation of the debates. Of those participating in a debate, 71% felt that it improved their individual performance within a specific topic, and 100% of those that led a debate felt that they could propose an evidence-based approach to a specific topic. The CCC found that it was easier to assess milestones in patient safety, systemsbased management, and practice-based performance improvement (sub-competencies 16, 17, and 19) compared to prior to the implementation of the debates. The debates have been a helpful venue to teach EM residents about patient safety concepts, identifying medical errors, and process improvement.http://escholarship.org/uc/item/2pq0g6qwPatient Safety and Quality ImprovementResidency EducationEmergency Medicine Milestones |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Mira Mamtani Kevin R. Scott Francis J. DeRoos Lauren W. Conlon |
spellingShingle |
Mira Mamtani Kevin R. Scott Francis J. DeRoos Lauren W. Conlon Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format Western Journal of Emergency Medicine Patient Safety and Quality Improvement Residency Education Emergency Medicine Milestones |
author_facet |
Mira Mamtani Kevin R. Scott Francis J. DeRoos Lauren W. Conlon |
author_sort |
Mira Mamtani |
title |
Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format |
title_short |
Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format |
title_full |
Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format |
title_fullStr |
Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format |
title_full_unstemmed |
Assessing EM Patient Safety and Quality Improvement Milestones Using a Novel Debate Format |
title_sort |
assessing em patient safety and quality improvement milestones using a novel debate format |
publisher |
eScholarship Publishing, University of California |
series |
Western Journal of Emergency Medicine |
issn |
1936-900X 1936-9018 |
publishDate |
2015-11-01 |
description |
Graduate medical education is increasingly focused on patient safety and quality improvement; training
programs must adapt their curriculum to address these changes. We propose a novel curriculum for
emergency medicine (EM) residency training programs specifically addressing patient safety, systemsbased
management, and practice-based performance improvement, called “EM Debates.” Following
implementation of this educational curriculum, we performed a cross-sectional study to evaluate the
curriculum through resident self-assessment. Additionally, a cross-sectional study to determine the
ED clinical competency committee’s (CCC) ability to assess residents on specific competencies was
performed. Residents were overall very positive towards the implementation of the debates. Of those
participating in a debate, 71% felt that it improved their individual performance within a specific topic,
and 100% of those that led a debate felt that they could propose an evidence-based approach to
a specific topic. The CCC found that it was easier to assess milestones in patient safety, systemsbased
management, and practice-based performance improvement (sub-competencies 16, 17,
and 19) compared to prior to the implementation of the debates. The debates have been a helpful
venue to teach EM residents about patient safety concepts, identifying medical errors, and process
improvement. |
topic |
Patient Safety and Quality Improvement Residency Education Emergency Medicine Milestones |
url |
http://escholarship.org/uc/item/2pq0g6qw |
work_keys_str_mv |
AT miramamtani assessingempatientsafetyandqualityimprovementmilestonesusinganoveldebateformat AT kevinrscott assessingempatientsafetyandqualityimprovementmilestonesusinganoveldebateformat AT francisjderoos assessingempatientsafetyandqualityimprovementmilestonesusinganoveldebateformat AT laurenwconlon assessingempatientsafetyandqualityimprovementmilestonesusinganoveldebateformat |
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