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• W2912887939 abstract "There is an unmet need for formal curricula to deliver practice feedback training to residents.We developed a curriculum to help residents receive and interpret individual practice feedback data and to engage them in quality improvement efforts.We created a framework based on resident attribution, effective metric selection, faculty coaching, peer and site comparisons, and resident-driven goals. The curriculum used electronic health record-generated resident-level data and disease-specific ambulatory didactics to help motivate quality improvement efforts. It was rolled out to 144 internal medicine residents practicing at 1 of 4 primary care clinic sites from July 2016 to June 2017. Resident attitudes and behaviors were tracked with presurveys and postsurveys, completed by 126 (88%) and 85 (59%) residents, respectively. Data log-ins and completion of educational activities were monitored. Group-level performance data were tracked using run charts.Survey results demonstrated significant improvements on a 5-point Likert scale in residents' self-reported ability to receive (from a mean of 2.0 to 3.3, P < .001) and to interpret and understand (mean of 2.4 to 3.2, P < .001) their practice performance data. There was also an increased likelihood they would report that their practice had seen improvements in patient care (13% versus 35%, P < .001). Run charts demonstrated no change in patient outcome metrics.A learner-centered longitudinal curriculum on ambulatory patient panels can help residents develop competency in receiving, interpreting, and effectively applying individualized practice performance data." @default.
• W2912887939 created "2019-02-21" @default.
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• W2912887939 date "2019-04-01" @default.
• W2912887939 modified "2023-10-15" @default.
• W2912887939 title "Continuity Clinic Practice Feedback Curriculum for Residents: A Model for Ambulatory Education" @default.
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• W2912887939 doi "https://doi.org/10.4300/jgme-d-18-00714.1" @default.
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