Presentation on theme: "Continuous Quality Improvement Perspective in the Self-Study Katy E. Marre, Ph.D. Associate Vice President for Graduate Studies & Research University of."— Presentation transcript:
Continuous Quality Improvement Perspective in the Self-Study Katy E. Marre, Ph.D. Associate Vice President for Graduate Studies & Research University of Dayton Dayton,Ohio
Continuous Quality Improvement Perspective in Self-Study Standards positioned to address the future Recommend a shift (expansion) in approach to self-study From audit driven verification model To an outcomes and continuous improvement model
Accreditation standards a force for improvement activities Not just for compliance activities Places challenge on program to show its strength (quality) Is program doing the right things to accomplish its mission and goals ? Is it doing them well ? Continuous Quality Improvement Perspective in Self-Study Continued
Programs self-evaluation shows where it has invested itself in doing what it does well Program has to opportunity to articulate values it embodies in its behaviors
Continuous Quality Improvement Perspective in Self-Study Continued Self Study should show that: Program mission reflects changes in specialty area Inputs of resources Processes designed to achieve outcomes Outcomes or results
Continuous Quality Improvement Perspective in Self-Study Continued Articulate values embodied in its behaviors Be transparent about its strengths and deficiencies Reflect its learning centered environment Reflect its vital few challenges
Continuous Quality Improvement Perspective in Self-Study Continued Revising Workbook To show Met Met with Commendation Not Met Deficiencies explained
Continuous Quality Improvement Perspective in Self-Study Continued Let program identify changes needed as result of self study To allow flexibility for evaluator to identify negative consequences – e.g., educationally, medically, legally
Faculty Selection – Additions for Consideration 1. How is faculty recruitment and selection performed ? 2. Have any faculty been successfully recruited to the program since the last AOA approval ? If so, please list names and fields of practice. 3. What are the desired qualification of potential faculty ?
Additions for Consideration Continued 4. What are the expectations for new faculty and continuing expectations of senior faculty ? 5. Are faculty development training opportunities provided ?
General Comments – Additions for Consideration 1. How has the curriculum evolved in response to the rapidly changing and increasing knowledge base in Emergency Medicine? 2. Have any new teaching formats or programs been instituted? 3. What awards or major accomplishments have been achieved by the residents? 4. Describe the relationship between the training institutions administration and the Program.
General Comments Continued 1. Have essential educational and clinical resources been available on a continuous basis? 2. Does the program track outcomes with respect to success of graduates in practice for further study? If so, please provide a list of graduates of the past three years and their current practice or educational activity. How is this information used in evaluating the program? Please provide the work hour policy applicable to residents in the program.
Additions for Consideration – Program Director 1. Please provide the updated CV of the Program Director. Please state the Program directors perspective on Osteopathic emergency medicine education and the motivation for functioning in this position. 2. What is the Program Directors role in selection of the method by which residents fulfill the medical research /review requirement ?
Program Director Continued 3. How are the scheduled lectures and interactive/ didactic sessions supervised or created by the Program Director ? 4. When are the Resident Patient Evaluation sessions scheduled, and by whom? Who actually observes the residents performance, and how is this evaluation shared with the Program Director and the resident? 5. Describe the relationship between the Program Director and the Director of Medical Education at the institution. Is the relationship functioning well?
Additions for Consideration – Strengths and Challenges 1. Please identify the distinctive and significant strengths of the program overall. 2. Please identify new and ongoing challenges to the program and what initiatives have been undertaken or planned to address them.