To prepare all medical graduates to enter residency with the knowledge, skills and attitudes to provide more reliable evidence-based care, implement QI processes, and utilize quality measures to improve care systems and outcomes
Medical errors and patient safety concerns have risen to the forefront of public concern since the Institute of Medicine report “To Err is Human” asserted that systemic failures of health care delivery are responsible for the majority of medical errors. Health care of the future must be evidence-based, standardized, reliably delivered, efficient, equitable, and patient-centered. In order to do so, we must have models of care that emphasize health care professionals working collaboratively and in partnership with the patients, families and communities they serve. Interprofessional collaborative practice is key to the safe, high quality, accessible, patient- centered care, and has been associated with a significant decrease in adverse safety events, especially in high-risk situations.
"Health care of the future must be evidence-based, standardized, reliably delivered, efficient, equitable, and patient-centered."
A recently released survey of hospital leaders highlighted the need to educate physicians and trainees regarding quality improvement, indentifying deficiencies in newly trained physicians in systems-based practice, communication skills, and the ability to work within teams. Yet, few medical schools have instituted curricular changes needed to prepare their graduates to utilize quality indicators, provide evidence-based care, implement QI processes and recognize and respond to errors. In addition, medical students often have little instruction in team training or the communication skills needed to support a culture of patient safety and outcomes-based care. Health care professionals who learn together are more likely to develop the competencies needed to work effectively to care for patients and communities.
A primary goal of the REACH program is to prepare all medical graduates to enter residency with the knowledge, skills and attitudes to provide more reliable evidence-based care; implement QI processes; and utilize quality measures to improve care systems and outcomes. They will also be able to participate effectively in interprofessional teams, with respect for all members and roles, in order to maximize their contributions to improving patient and population health. Through the curricular and assessment methods planned, students at the Brody School of Medicine at East Carolina University will be prepared to improve the health of our patients and graduate with the tools to be able to transform the healthcare delivery system.
Specific curricular innovations planned for all BSOM students, beginning in the fall of 2015, include:
Institute of Healthcare Improvement Open School Certificate
Small group sessions, standardized patient interactions, and high-fidelity simulations focused on patient safety
Specific training in error disclosure, root cause analysis, and patient handoffs/transitions of care
Patient Safety Seminars in Clinical Medicine
Scholarship in Patient Safety and Quality Improvement Symposium
Patient safety and quality improvement activities embedded throughout the curriculum based in real-life experiences
Interprofessional training in TeamSTEPPS
Revised Population Health curriculum
Portfolio development to promote reflective practice and serve as evidence of professional development
East Carolina University| Brody School of Medicine