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Revision of a pharmacy teaching and learning curriculum to address resident, programmatic, and accreditation demands.
Curr Pharm Teach Learn
August 2024
Ferris State University College of Pharmacy, 25 Michigan St NE, Suite 7000, Grand Rapids, MI 49503, United States of America. Electronic address:
Problem Description: Without externally validated tools to assess teaching and learning curriculum (TLC) programs, our program has undertaken continuous quality improvement (CQI) methods to make revisions in response to resident, programmatic, and accreditation demands.
Quality Improvement Methods: Key stakeholders, including the college of pharmacy, the residents, and the executive committee, were engaged in discussion and feedback was solicited.
Results Of Cqi Inquiry: The demands identified prompted revision of the TLC teaching component, programming, and timeline.
Characterizing provider-led adaptations to mobile phone delivery of the Adolescent Transition Package (ATP) in Kenya using the Framework for Reporting Adaptations and Modifications to Evidence-based Implementation Strategies (FRAME-IS): a mixed methods approach.
Implement Sci Commun
August 2023
Department of Global Health, University of Washington, Seattle, USA.
Article Synopsis
- - The COVID-19 pandemic disrupted routine HIV services for youth, leading to adaptations in healthcare delivery through a study called ATTACH, which tested a phone-based intervention known as the Adolescent Transition Package (ATP) for HIV-infected adolescents.
- - Continuous quality improvement (CQI) meetings were held with healthcare workers (HCWs) at 10 sites to gather feedback on delivering the ATP via phone, leading to the identification of 72 adaptations aimed at improving service delivery.
- - The majority of adaptations (96%) were seen as increasing the feasibility of phone delivery by modifying aspects such as context, content, and evaluation methods, with HCWs focusing on enhancing outreach and ensuring the intervention fit their specific situations.
Initiative to improve student perceptions of relevance and value in a top 200 drugs course through improved curricular alignment and course modification.
Curr Pharm Teach Learn
January 2021
Division of Pharmacy Practice and Administration, University of Missouri-Kansas City School of Pharmacy at Missouri State University, 421 Building Number One, Brick City, 327 West Mill Street, Fourth Floor, Springfield, MO 65806, United States. Electronic address:
Problem description: When course evaluations and student feedback demonstrated a decline in student perceptions of a Top 200 Drugs course, proposed modification focused on curricular alignment to impact those perceptions in a positive manner. Quality improvement methods: Student course evaluations and feedback from student leaders were reviewed to determine elements of course structure and design for modification. The following areas were identified: quantity of assessment content, frequency of class meetings, in-person vs.
View Article and Find Full Text PDFBackground: The Accreditation Council for Graduate Medical Education's Next Accreditation System requires continuous program improvement as part of program evaluation for residency training institutions and programs.
Objective: To improve the institutional- and program-level evaluation processes, to operationalize a culture of continuous quality improvement (CQI), and to increase the quality and achievement of action items, the Wayne State University Office of Graduate Medical Education (WSU GME) incorporated CQI elements into its program evaluation process.
Methods: Across 4 academic years, WSU GME phased the following 4 CQI elements into the evaluation process at the program and institutional levels, including the annual program evaluation (APE) and the annual institutional review: (1) An APE template; (2) SMART (specific, measurable, accountable, realistic, timely) format for program and institutional goals; (3) Dashboard program and institutional metrics; and (4) Plan-do-study-act cycles for each action item.
Wide-Scale Continuous Quality Improvement: A Study of Stakeholders' Use of Quality of Care Reports at Various System Levels, and Factors Mediating Use.
Front Public Health
January 2019
University Centre for Rural Health, The University of Sydney, Sydney, NSW, Australia.
Increasing the use of evidence in healthcare policy and practice requires greater understanding of how stakeholders use evidence to inform policy, refine systems and change practice. Drawing on implementation theory, we have used system-focused participatory research to engage diverse stakeholders in using aggregated continuous quality improvement (CQI) data from Australian Indigenous primary health care settings to identify priority evidence-practice gaps, barriers/enablers and strategies for improvement. This article reports stakeholders' use or intended use of evidence at various levels of the system, and factors mediating use.
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