ABSTRACT #22

INCREASING INSTITUTIONAL QUALITY IMPROVEMENT CAPACITY: TRAINING FACULTY AND FELLOWS TO LEAD QI INITIATIVES

Christine Chang, Abhinav Menon, Rebecca Masutani, William Hung, Stephanie Chow, Brijen Shah, Helen Fernandez

PURPOSE AND GOALS: Programs with limited faculty QI expertise struggle to meet ACGME mandate that learners participate in interprofessional quality improvement (QI)/patient safety (PS) initiatives. Our fellows participate in a 9- month project-based QI curriculum coached by volunteer faculty. Survey of faculty coaches revealed 43% never completed a formal QI curriculum, only 43% felt ‘very comfortable’ being a QI mentor, and 86% would welcome QI faculty development (FD). Feedback from 1st year fellows requested stronger facultyfacilitation. Our project aims to improve QI capacity by training faculty & fellows as QI coaches

METHODS: All QI coaches participated in a web-based FD curriculum to learn QI principles, and the Trainthe-Trainer Model on teaching & facilitating QI team projects for faculty-fellow “co-learning” QI curriculum. A mid-year “check-in” with faculty explored team project challenges.

EVALUATION PLAN: Faculty and fellows completed a prospective pre-post survey with demographics; 5-item questionnaire on comfort with QI concepts on a Likert Scale (5= Very Comfortable, 1= Very Uncomfortable); 3 cases from the Quality Improvement Knowledge Application Tool (QIKAT); and an openended course evaluation.

SUMMARY OF RESULTS: 52 coaches (39 faculty + 13 2nd year fellows) mentored 62 1st year fellows on 20 QI initiatives from 2019-2022. 60% were 1st time coaches (18 faculty + 13 fellows). 50% (19) of faculty coaches completed fellowship <5 years ago while 39.4% (15) completed fellowship > 10 years ago. 28% (11) of faculty coaches had no prior QI training.

100% (31) of 1st year QI coaches completed both pre- and post- surveys. Post curriculum, 1st year coaches demonstrated improved comfort in utilizing the 5 key QI concept/tools (p<0.01), improved QI knowledge (PRE 23.6; POST 24.6 p <0.03); and improved comfort coaching a QI team (PRE 3.2; POST 3.7, Paired t test p=0.09).

1st year fellows (54) mentored by these QI coaches demonstrated improved comfort with utilizing all 5 QI concept/tools (p<0.0004) and improved QI knowledge (QIKAT PRE 19.7, POST 22.7; Paired t-test p <0.003).

REFLECTIVE CRITIQUE: Use of asynchronous web-based training with the Train-the-Trainer Model to coach faculty and 2 nd year fellows on how to lead QI initiatives is an effective method to increase institutional QI capacity and meet ACGME QI mandates.