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.

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