Overall Course Goals and Objectives
Goal A:
Participants will learn how to develop a workable strategy to improve healthcare quality.
They will:
Objective 1: be able to assess current resources, opportunities and barriers to health care quality.
Objective 2: be able to plan a workable strategy for improving the quality of care with actionable goals and objectives
Objective 3: understand the importance of leadership and assessing readiness for change as part of improving quality
Goal B:
Participants will learn specific tools that can be used to improve healthcare quality.
They will:
Objective 1: be able to identify the strengths and weakness of structural solutions such as accreditation, certification, licensure and credentialing
Objective 2: know how to develop a scientifically sound clinical practice guideline and effectively implement the guideline
Objective 3: be able to design a comprehensive quality improvement project
Objective 4: be able to design a workable quality-monitoring program, using appropriate clinical and non-clinical measures of quality.
9:00AM COURSE INTRODUCTION
Faculty: Paul Campbell
Session Objectives:
Participants will understand the workshop operations as well as the program’s goals and objectives. They will also learn about each other and about course faculty and staff.
10:30AM INTRODUCTION TO HEALTH SECTOR REFORM AND ITS RELATIONSHIP TO QUALITY
Faculty: Paul Campbell
Session Objectives:
Participants will learn about international trends in health sector reform and the implications for management generally and quality improvement in particular.
1:00PM OVERVIEW OF QUALITY
Faculty: Ann Lawthers
Session Objectives:
Participants will learn about the dimensions of quality, a framework for quality (design, monitoring and improvement), perspectives on quality (Who is the customer? Responsibility for quality?), and about quality management basics
Priority Readings
1. Chapter 1: New Skills for Clinical Leaders. In Goonan, K. J. (1995). The Juran Prescription. San Francisco, Jossey-Bass.
Recommended Readings:
1. Delbanco TL. Enriching the doctor-patient relationship by inviting the patient's perspective. Annals of Internal Medicine 1992; 116(5): 414-418
2. Laine C, Davidoff F, Lewis C et al.. Important elements of outpatient care: a comparison of patients' and physicians' opinions. Annals of Internal Medicine. 1996; 125(8): 640-645
3. Chapter 3: Measuring Care and Managing Variation. In Goonan, K. J. (1995). The Juran Prescription. San Francisco, Jossey-Bass.
4. Chapter 4: Planning and Designing Care Processes. In Goonan, K. J. (1995). The Juran Prescription. San Francisco, Jossey-Bass.
2:30 PM PATIENT SAFETY
Faculty: Ann Lawthers
Session Objectives: Using case studies, participants will probe the reasons for medical errors. patient safety and understand the consequences of poor quality for patients, doctors, managers, and government officials.
Priority Readding –( MUST BE READ BEFORE CLASS)
Articles:
1. The Libby Zion Case
2. The Betsy Lehman Case
3. The Willie King Case
Recommended Reading:
1. Leape, L. L., D. D. Woods, et al. (1998). “Promoting patient safety by preventing medical error [editorial] .” JAMA 280(16): 1444-7.
2. Leape, L. L., D. W. Bates, et al. (1995). “Systems Analysis of Adverse Drug Events.” JAMA Jul 5 274(1): 35-43.
3. “Chapter Three: Why Do Errors Happen.” Institute of Medicine (IOM) (2000). To Err Is Human. Linda T. Kohn, J. M. Corrigan and M. S. Donaldson. Washington, DC, National Academy Press.