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Describing quality using different scenarios
Research in Social and Administrative Pharmacy 12 (2016) e1–e9
Pharmacy Quality Alliance Annual Meeting & Innovation Forum: Advancing Medication Measurement, Reporting and Outcomes Poster and Podium Presentation Abstracts Describing quality using different scenarios L. Ochs, L. Pagnucco, University of New England Purpose/Objectives: To create interactive pharmacy learning activity to define quality, and health care quality more specifically. Methods: An interactive learning activity corresponding with the pre-developed PQA/EPIQ slide presentation “Quality and the Future of Healthcare” was developed. Faculty asked students to describe quality using different scenarios. Specific services such as a meal at a restaurant, repairs at an auto garage and pharmaceutical care were suggested. Students were asked to describe quality for these services from: (1) the perspective of the customer or patient; and (2) the perspective of who (customer, client, insurance) is paying the bill. Students worked in groups of five to complete the in class activity. Students were allowed 20 minutes to complete report card and 15 minutes for discussion. Results: This interactive learning activity was used to teach students about the meaning of quality and assessing quality from multiple perspectives. Also, this activity reinforced the differences between quality and value and how to measure quality. Implications for Pharmacy Practice/Healthcare: It is important to incorporate interactive learning activities with corresponding pre-developed PQA/EPIQ slides. This learning activity is a valuable tool that teaches students how to define and measure quality and value, especially in healthcare.
Healthcare quality problem-solving module for Doctor of Pharmacy students S. Skledar, University of Pittsburgh School of Pharmacy Purpose/Objectives: To provide student pharmacists with continuous quality improvement (CQI) methodology and resources for solving problems in their future practice settings Methods: At the University of Pittsburgh School of Pharmacy, the history of CQI, national healthcare quality resources, and the plan-do-check-act methodology is taught to pharmacy third professional year students in three-week module consisting of two lectures, 1551-7411/$ - see front matter http://dx.doi.org/10.1016/j.sapharm.2016.05.004
case examples, followed by a group practicum assignment. The first lecture provides students with background on healthcare quality and describes several CQI problem-solving frameworks. The second lecture contains case examples from prior year’s student groups (presented by past students), and provides additional content of quality versus research and national quality measures. Student groups select healthcare topics from professional organization priorities and/or evidence in the literature. A randomly selected set of student groups is afforded the opportunity to choose a non-health care problem to solve. Students apply learned CQI principles to create a plan to solve their identified problem. Each group presents the completed project to the class and a panel of interdisciplinary CQI expert judges. Student learning is assessed through a project presentation rubric, question-and-answer session, examination questions, and a self- reflection on the utility of CQI methods in pharmacy practice problem-solving. Results: Each year, 10 student groups present their CQI projects to the interdisciplinary expert panel. In 2015, mean practicum presentation scores, using a 40-point rubric, were 94.3%, reflecting a high level of ability to apply CQI principles and methodology. Students performed best with identifying the interdisciplinary team, gathering baseline data, and brainstorming problem causes, while needing the most improvement in identifying measureable quality metrics. Self- reflections showed that 80% of students reported that CQI module lectures were informative, but all responding students reported learning more through the group practicum versus the lecture alone. Examples of student healthcare projects include implementing transition-of-care programs, improving patient adherence rates, and improving drug information access for nurses. Examples of non-healthcare topics included curricular improvement ideas such as computer support in the classroom and transitioning a pharmacy colloquium series into a webinar format. Implications for Pharmacy Practice/Healthcare: Pharmacists are seen as change agents, and the ability to work within a team to identify and solve problems is critical to the advancement of the profession. National organizations and accrediting bodies have identified health care quality and practice management as skill sets needed to secure positions. Whether in acute care, community
Pharmacy Quality Alliance Annual Meeting & Innovation Forum: Advancing Medication Measurement, Reporting and Outcomes Poster and Podium Presentation Abstracts Describing quality using different scenarios L. Ochs, L. Pagnucco, University of New England Purpose/Objectives: To create interactive pharmacy learning activity to define quality, and health care quality more specifically. Methods: An interactive learning activity corresponding with the pre-developed PQA/EPIQ slide presentation “Quality and the Future of Healthcare” was developed. Faculty asked students to describe quality using different scenarios. Specific services such as a meal at a restaurant, repairs at an auto garage and pharmaceutical care were suggested. Students were asked to describe quality for these services from: (1) the perspective of the customer or patient; and (2) the perspective of who (customer, client, insurance) is paying the bill. Students worked in groups of five to complete the in class activity. Students were allowed 20 minutes to complete report card and 15 minutes for discussion. Results: This interactive learning activity was used to teach students about the meaning of quality and assessing quality from multiple perspectives. Also, this activity reinforced the differences between quality and value and how to measure quality. Implications for Pharmacy Practice/Healthcare: It is important to incorporate interactive learning activities with corresponding pre-developed PQA/EPIQ slides. This learning activity is a valuable tool that teaches students how to define and measure quality and value, especially in healthcare.
Healthcare quality problem-solving module for Doctor of Pharmacy students S. Skledar, University of Pittsburgh School of Pharmacy Purpose/Objectives: To provide student pharmacists with continuous quality improvement (CQI) methodology and resources for solving problems in their future practice settings Methods: At the University of Pittsburgh School of Pharmacy, the history of CQI, national healthcare quality resources, and the plan-do-check-act methodology is taught to pharmacy third professional year students in three-week module consisting of two lectures, 1551-7411/$ - see front matter http://dx.doi.org/10.1016/j.sapharm.2016.05.004
case examples, followed by a group practicum assignment. The first lecture provides students with background on healthcare quality and describes several CQI problem-solving frameworks. The second lecture contains case examples from prior year’s student groups (presented by past students), and provides additional content of quality versus research and national quality measures. Student groups select healthcare topics from professional organization priorities and/or evidence in the literature. A randomly selected set of student groups is afforded the opportunity to choose a non-health care problem to solve. Students apply learned CQI principles to create a plan to solve their identified problem. Each group presents the completed project to the class and a panel of interdisciplinary CQI expert judges. Student learning is assessed through a project presentation rubric, question-and-answer session, examination questions, and a self- reflection on the utility of CQI methods in pharmacy practice problem-solving. Results: Each year, 10 student groups present their CQI projects to the interdisciplinary expert panel. In 2015, mean practicum presentation scores, using a 40-point rubric, were 94.3%, reflecting a high level of ability to apply CQI principles and methodology. Students performed best with identifying the interdisciplinary team, gathering baseline data, and brainstorming problem causes, while needing the most improvement in identifying measureable quality metrics. Self- reflections showed that 80% of students reported that CQI module lectures were informative, but all responding students reported learning more through the group practicum versus the lecture alone. Examples of student healthcare projects include implementing transition-of-care programs, improving patient adherence rates, and improving drug information access for nurses. Examples of non-healthcare topics included curricular improvement ideas such as computer support in the classroom and transitioning a pharmacy colloquium series into a webinar format. Implications for Pharmacy Practice/Healthcare: Pharmacists are seen as change agents, and the ability to work within a team to identify and solve problems is critical to the advancement of the profession. National organizations and accrediting bodies have identified health care quality and practice management as skill sets needed to secure positions. Whether in acute care, community