ABSTRACT #10

Assessing The Impact Of Quality Improvement Curriculums On Physician Knowledge

Rebecca Masutani, Abhinav Menon, Stephanie Chow, William Hung, Christine Chang

PURPOSE AND GOALS: Quality improvement (QI) curriculums are an integral part of physician training, as it provides physicians the knowledge and skills needed to apply QI practices in real-life settings. We developed a project-based QI curriculum for Geriatric and Palliative Medicine fellows at an urban, academic institution. As part of this curriculum, first-year fellows received coaching and guidance from second-year fellows acting as junior coaches, and attending physicians acting as senior coaches. Individual QI teams consisting of first-year fellows, junior and senior coaches, were divided based on interests in different QI projects.

METHODS: Using the Quality Improvement Knowledge Application Tool (QIKAT) scoring rubric, we assessed the knowledge of first-year fellows, second-year fellows, and attending physicians before and after completing the QI curriculum using paired t-test analyses. The assessment is comprised of three cases in which QI aims, quality measures, and recommended changes are asked to be identified.

EVALUATION PLAN: Data was collected from 2020-2022. The QIKAT score was separated based on the Aim, Measure, and Change components, and amounted to a total score of 27 possible points.

SUMMARY OF RESULTS: Of the 33 first-year fellows, 54% did not receive formal QI training prior to undertaking the fellowship QI curriculum; however, 67% of fellows participated in a continuous improvement effort beforehand. After completion of the curriculum, first-year fellow aim, change, and total QIKAT scores were found to be significantly higher. Senior coaches’ measure, change, and total QIKAT scores were significantly higher; however, second-year fellow pre- and post-scores were not statistically significant.

REFLECTIVE CRITIQUE: Exposure to QI education provides physicians the knowledge and tools to improve the healthcare system. Our findings suggest our model for QI education improves overall QI knowledge for first-year fellows and attending physicians. Ongoing efforts to improve QI knowledge for second-year fellows are needed.