The Teachers of Quality Academy: A Learning Community Approach to Preparing Faculty to Teach Health Systems Science.
The Teachers of Quality Academy: A Learning Community Approach to Preparing Faculty to Teach Health Systems Science.
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DOI：
10.1097/acm.0000000000001262
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发表时间：
2016-12
期刊：
影响因子：
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通讯作者：
Higginson J
中科院分区：
文献类型：
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作者：
Baxley EG;Lawson L;Garrison HG;Walsh D;Lazorick S;Lake D;Higginson J
尽管将病人安全、质量改进(QI)、职业间合作和人口健康等卫生系统科学(HSS)主题纳入卫生专业课程的努力正在增加，但变化的速度一直很慢。东卡罗来纳大学布罗迪医学院质量教师学院(TQA)成立于2014年1月，其双重目标是为教师培养领导一线临床转型的能力，同时熟练掌握必要的教学法和课程设计，为学生培养HSS能力做好准备。TQA包括完成医疗保健改进研究所公开学校质量和安全基本证书；参加六个为期两天的关于HSS关键主题的学习课程；完成一个质量改进项目；以及参加三个在线研究生课程。来自四个健康科学项目的27名教师完成了该项目。都完成了他们的QI项目。19人(70%)已正式参与HSS医科学生课程的设计和实施。在培训的早期，TQA参与者开始应用HSS中的新知识和技能来开发医学生课程以外的教育计划。TQA参与者和项目规划者接下来的重要步骤包括进一步被纳入为教师顾问和贡献者，以全面实施纵向HSS课程；扩大与创新关怀学者学生领导力区别跟踪的领导者的参与；继续深入评估参与TQA对患者护理、教学和角色建模的影响；以及招募下一批TQA参与者。
Although efforts to integrate health systems science (HSS) topics, such as patient safety, quality improvement (QI), interprofessionalism, and population health, into health professions curricula are increasing, the rate of change has been slow. The Teachers of Quality Academy (TQA), Brody School of Medicine at East Carolina University, was established in January 2014 with the dual goal of preparing faculty to lead frontline clinical transformation while becoming proficient in the pedagogy and curriculum design necessary to prepare students in HSS competencies. The TQA included the completion of the Institute for Healthcare Improvement Open School Basic Certificate in Quality and Safety; participation in six 2-day learning sessions on key HSS topics; completion of a QI project; and participation in three online graduate courses. Twenty-seven faculty from four health science programs completed the program. All completed their QI projects. Nineteen (70%) have been formally engaged in the design and delivery of the medical student curriculum in HSS. Early into their training, TQA participants began to apply new knowledge and skills in HSS to the development of educational initiatives beyond the medical student curriculum. Important next steps for TQA participants and program planners include further incorporation as faculty advisors and contributors to the full implementation of the longitudinal HSS curriculum; expanded involvement with the Leaders in Innovative Care Scholars student leadership distinction track; continued in-depth evaluation of the impact of TQA participation on patient care, teaching, and role modeling; and the recruitment of the next cohort of TQA participants.