Structured Intervention Utilizing State Professional Societies to Foster Quality Improvement in Practice

Autor/inn/en	Lazorick, Suzanne; Crowe, Virginia L. H.; Dolins, Judith C.; Lannon, Carole M.
Titel	Structured Intervention Utilizing State Professional Societies to Foster Quality Improvement in Practice
Quelle	In: Journal of Continuing Education in the Health Professions, 28 (2008) 3, S.131-139 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-1912
DOI	10.1002/chp.184
Schlagwörter	Medical Education; Electronic Mail; Physicians; Hyperactivity; Attention Deficit Disorders; Pediatrics; Program Implementation; Workshops; National Organizations; Professional Continuing Education; Professional Associations; Online Courses; Program Effectiveness; Program Evaluation; Outcomes of Education; Qualitative Research; Statistical Analysis; Certification + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Elektronischer Briefkasten; Physician; Doctor; Arzt; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Klinische Sozialpädiatrie; Lernwerkstatt; Schulung; Berufsfeldbezogener Unterricht; Weiterbildung; Online course; Online-Kurs; Programme evaluation; Programmevaluation; Lernleistung; Schulerfolg; Qualitative Forschung; Statistische Analyse; Abschlusszeugnis; Zertifizierung
Abstract	Introduction: Despite the existence of guidelines for attention deficit hyperactivity disorder (ADHD), clinical practices vary substantially. Practitioners can apply quality improvement (QI) strategies to adapt office processes and clinical practice towards evidence-based care. We identified facilitators and barriers to participation in a professional society--led structured collaborative to learn QI methods and improve care. Methods: Ten chapters of the American Academy of Pediatrics participated in the effort. Support to chapter leaders included conference calls, listserv, technical support, and data aggregation. Support from the chapters to participating pediatricians included online continuing medical education modules, a workshop, chart reviews, and QI coaching. Qualitative data were obtained through interviews of 22 project leaders and reviews of project progress reports. Quantitative results were obtained from surveys of 186 physician participants. Outcomes included facilitators/barriers to program implementation, evidence for sustained chapter QI infrastructure, and participant assessment of improvements in care. Results: Facilitators included physician opinion leaders, a workshop, conference calls, QI support, and opportunities for shared learning. Barriers included lack of time, competing clinical priorities, challenges of using the online module, and underutilization of listservs. Seven chapters planned ongoing activities around attention deficit hyperactivity disorder (ADHD), eight had specific plans to use QI infrastructure for additional clinical topics, and three developed significant QI infrastructure. Physicians believed care improved. Discussion: As requirements grow for participation in QI for maintenance of certification, national and state-level professional societies are interested in and can develop infrastructure to support quality improvement. Coaching, tools, and support from the national organization and QI experts are helpful in facilitating efforts. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10