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QI Jump Start (Intermediate Course)

Course Offerings

Additional offerings of this course will be listed as they become available.


    COURSE OVERVIEW

    Goal and Target Audience

    The overall educational goal of this intermediate-level training course is to provide faculty and staff with exposure and hands-on experience in quality improvement. The course is designed for individuals with an introductory knowledge of the concepts of quality improvement and patient safety (such as those found in the foundational-level tools and resources provided via the online, self-paced course, "QI Foundations: The Basics"), but who would benefit from hands-on experience in applying the learned principles to improve their healthcare practice and to mentor trainees. The QI Jump Start course is not recommended for faculty or staff who require a more advanced training program, such as those who are leading QI initiatives or have senior administrative roles.

    Note: Although the "QI Foundations: The Basics" course is not a prerequisite for the QI Jump Start intermediate-level course, those participating in the QI Jump Start course would benefit from arriving to the first session with a strong familiarity of the tools and resources discussed in the QI Foundations course.

    This course is for faculty and staff who desire to: 

    • Participate in QI committees and need QI training to enhance their clinical activities
    • Begin mentoring learners on QI projects and local QI initiatives
    • Teach QI to trainees and would like to augment their learning beyond a beginner-level
    • Transition their clinically-focused QI work to a scholarly product

    There is no charge to attend the course, and it is open to BCM faculty and staff, although space is limited.


    Objectives

      By the end of the course, learners should be able to: 

      1. Demonstrate intermediate skills in creation of an aim and strategies to test small cycles of change
      2. Participate in multidisciplinary teams to promote and enhance safe care
      3. Systematically analyze practice using quality improvement methods
      4. Describe how evidence-based practice fits into quality improvement
      5. Mentor and educate trainees on quality- or safety-related initiatives
      6. Integrate learned concepts into future quality improvement initiatives at their institution

      Content

      This intermediate course will contain the following content:

      • Introduction to Systems/Design Thinking
      • Model for Improvement (Plan-Do-Study-Act)
      • Basic QI Tools: Fishbone, Process Maps, Key Driver Diagrams
      • Measures and the Clinical Value Compass
      • Data analysis and collection plan 
      • Interpretation of QI charts: Basic Run Charts
      • Introduction to Adult Learning Theory and Mentoring
      • Transforming QI work into Scholarship

      Delivery

      The course will involve the format described below. Attendance at all sessions is required.

      • A series of in-person workshop sessions (6 sessions; 1.5 hours per session). 
      • The sessions are scheduled about 3 weeks apart and involve homework assignments, including a brief pre-course reading assignment.
      • Participants are expected to present their completed homework assignments at each session.
      • Participants are expected to prepare a “Work-In-Progress” Poster, featuring their improvement project. 
      • After the course is completed, participants are asked to submit an abstract for the Poster Session associated with a designated quality conference.

      Criteria for Completion

      In order to remain enrolled in the course, learners must:
      • Attend and actively participate in all six (6) of the scheduled workshop sessions. The course content and activities for each session build upon those concepts and assignments discussed during previous sessions.
      • Complete all homework assignments for each session, including a pre-course reading assignment. Participants are expected to discuss their completed homework assignments at each session.
      • Submit a final Project Template, Abstract, and Poster, featuring their improvement project, to present at a Poster Session (if selected), held in conjunction with the annual BCM Quality Improvement and Patient Safety Conference, scheduled in April.

      Accreditation and Credit Designation

      AMA PRA Category 1 Credit™

      Baylor College of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

      Baylor College of Medicine designates this live activity for a maximum of 9.0 AMA PRA Category 1 Credits™; each workshop/session for a maximum of 1.5 AMA PRA Category 1 Credits. Physicians should claim only the credit commensurate with the extent of their participation in the activity.


      Maintenance of Certification (MOC) Credit

      Effective September 2019

      American Board of Anesthesiology
      This activity contributes to the patient safety CME requirement for the CME component of the American Board of Anesthesiology’s (ABA) redesigned Maintenance of Certification in AnesthesiologyTM (MOCA®) program, known as MOCA 2.0®. Please consult the ABA website, http://www.theABA.org, for a list of all MOCA 2.0 requirements.
       
      American Board of Internal Medicine
      Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 9.0 medical knowledge MOC points and patient safety MOC credit in the American Board of Internal Medicine's (ABIM) Maintenance of Certification (MOC) program. Participants will earn MOC points equivalent to the amount of CME credits claimed for the activity. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.
       
      American Board of Opthalmology
      Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to satisfy the Lifelong Learning, Self-Assessment, Improvement in Medical Practice and/or Patient Safety requirements for the American Board of Ophthalmology’s Maintenance of Certification program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting MOC credit.
       
      American Board of Otolaryngology - Head and Neck Surgery
      Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to meet the expectations of the American Board of Otolaryngology’s Maintenance of Certification (MOC) program. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of recognizing participation.
       
      American Board of Pathology
      Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 9.0 Lifelong Learning (Part II) MOC points in the American Board of Pathology Maintenance of Certification (MOC) program. Participants will earn MOC points equivalent to the amount of CME credits claimed for the activity. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.
       
      American Board of Pediatrics
      Successful completion of this CME activity, which includes participation in the activity and individual assessment of and feedback to the learner, enables the learner to earn up to 9.0 MOC points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider’s responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.


      Evaluation

      Evaluation by questionnaire will address program content, presentation, and possible other areas.