For this AIAMC National Initiative III project, a multidisciplinary team representing all levels of stakeholders in graduate medical education at our institution formed to create a program that met the AIAMC charge. Members included the ACGME Designated Institutional Official (Amedee), Vice President of Education (Piazza), Associate Program Director of Internal Medicine and Deputy Head of Ochsner Clinical School for Curriculum (Seoane), Program Director of Obstetrics and Gynecology (Gala), and Obstetrics and Gynecology resident (Rodrigue).
The first step was to develop survey tools to assess faculty's and house officers' baseline perceptions of the effectiveness of current teaching, faculty development, accessibility of quality improvement tools, and engagement in quality improvement/patient safety initiatives (). To ensure that we used the most validated survey questions available, we used questions from the 2010-2011 ACGME surveys of faculty and residents. Our questions were identical to those distributed and validated nationally by the ACGME. We also asked questions related to levels of familiarity with teaching, coaching, and mentoring. These questions came from an AIAMC distribution to all National Initiative III participants. The questions used a standard Likert scale, and our group first reviewed them to ensure clear interpretation. We distributed the surveys during a lunch session designed to introduce faculty and staff to the project aims.
With the ACGME program requirements and the survey results in mind, we then developed a structured faculty development program that incorporated online modules, teamwork, and the principles of adult learning to achieve the following goals:
- Improve understanding of patient safety and quality improvement.
- Ensure compliance with ACGME program rules.
- Develop physician leaders in quality improvement and patient safety.
- Align medical education with institutional priorities.
- Improve student/house officer evaluations of faculty.
- Provide a tool kit for clinical educators to enhance their practice.
We developed a comprehensive faculty development program that consists of 5 learning modules—Quality Improvement, Patient Safety, Introduction to Clinical Teaching, Teaching With Patients, and Learning Activities—to be completed over 6 months (). The Quality Improvement module has a 2-month completion timeline, while all other modules take 1 month. We built in a generous completion timeline for the course series to give busy clinical educators and house staff some flexibility when they worked on the course requirements.
Modules in the Ochsner AIAMC National Initiative III Faculty Development Program
The Quality Improvement and Patient Safety modules are from the Institute for Healthcare Improvement Open School for Health Professions. The Clinical Teaching, Teaching With Patients, and Learning Activities modules were developed for the Ochsner Clinic School through a partnership with The University of Queensland's Office of Learning and Teaching.
Each module consists of 3 phases. In phase 1, participants complete online learning modules, in phase 2 they incorporate what they have learned into daily practice, and in phase 3 they join small group debriefings to report and reflect on what they have learned.
Teamwork is an essential part of modern healthcare, and this generation of residents is more comfortable with collaboration than its predecessors.9
Our program promotes teamwork by pairing each participating faculty member with a fellow or resident in training. This dyad completes all modules together. Furthermore, debriefing sessions for the Quality Improvement and Patient Safety modules include members of the institution's Performance Improvement department to promote interdisciplinary cooperation.
The study design received an exemption from the Ochsner Clinic Foundation Institutional Review Board because it is an educational quality improvement project.