418 - Quality Improvement and Patient Safety Curriculum for Future Providers

Poster Number: 418
Publication Number: 418.445

Christine M. Joseph, Our Lady of the Lake Children's Hospital, Baton Rouge, LA, United States; Emily Klepper, Our Lady of the Lake Children's Hospital, Baton Rouge, LA, United States; Michael Bolton, Our Lady of the Lake Children's Hospital, Baton Rouge, LA, United States; Lisa S. Kemp, Our Lady of the Lake Children's Hospital, Baton Rouge, LA, United States; Melissa H. Roy, Our Lady of the Lake Children's Hospital, Baton Rouge, LA, United States

Background: Every year, almost 100,000 deaths occur in hospitalized patients due to medical errors. Despite resident expectations outline by ACGME regarding recognition of patient safety (PS) events and quality improvement (QI), PGY-1 learners often enter residency with limited knowledge of PS and QI. Earlier engagement in physician training is an important factor in changing PS culture.

Objective: Our objective is to create a QI/PS curriculum for fourth year medical students to improve QI knowledge and skills, increase reporting of safety events, and develop favorable attitudes towards PS and incident reporting.

Design/Methods: Fourth year medical students completing month long pediatric rotations were included in a quasi-experimental study of a QI and PS curriculum (QIPS). Student knowledge was assessed pre and post rotation using a scenario from Assessment of Quality Improvement Knowledge and Skills (AQIKS; scores range from 0 to 28) along with items from Attitudes about Patient Safety and Incident Reporting (AKPSIR).

Results: Test scores were evaluated using a mixed factor ANOVA test.  AQIKS scores improved over time (F(1, 143) = 159.53, p < .001) and differed across three study groups (F(2, 143) = 17.00, p < .001). The control group (C) differed significantly from both the intervention (I) and intervention + breakout session group (I +B; p < .001); The two intervention groups also differed significantly from one another (p = .009). There was a significant interaction between the intervention groups and pre/post test scores (F (2, 143) = 31.93, p < .001). Concerning attitudes at Post-test: The I and I+B Groups vs. the C Group more strongly disagreed that there was no need to report an event if there was no harm (p < .001). The I Group vs. the C Group more strongly agreed that reporting safety incidents is an important part of training (p =.01).Conclusion(s): The curriculum improved student QI knowledge and its application, as well as attitudes towards PS and safety event reporting. Further research is needed to understand which aspect of curriculum most affected change. As indicated through AQIKS scores, students in the intervention groups now have improved QI/PS skills needed for residency. We are currently expanding this curriculum to third year medical students who have previously been exposed to QI. Analyzing pre-test scores will help to determine if prior exposure to QI leads to knowledge retention.