Health Care Project Improvement Design: Proficiency Among University Faculty

Angela F. Gardner, Tiffany B. Kindratt, Venetia L. Orcutt, Patrice Griffith, Lona Sandon, Heather Salinas, Gary Reed, Raymond L. Fowler

Research output: Contribution to journalArticle

Abstract

The purpose was to measure faculty members’: (1) knowledge of quality improvement and patient safety (QIPS), (2) attitudes and beliefs about their own QI skills, and (3) self-efficacy toward participating in, leading, and teaching QIPS. Faculty completed an online survey. Questions assessed demographic and academic characteristics, knowledge, attitudes/beliefs, and self-efficacy. Knowledge was measured using the Quality Improvement Knowledge Assessment Tool–Revised (QIKAT-R). Participants provided free-text responses to questions about clinical scenarios. Almost half of participants (n = 236) self-reported that they were moderately or extremely comfortable with QIPS skills. Few were very (20%) or most (15%) comfortable teaching QIPS. Ninety-one participants attempted the QIKAT-R, and 78 participants completed it. The mean score was 16.6 (SD = 5.6). Despite positive attitudes and beliefs about their own QIPS skills, study results demonstrate a general lack of knowledge among surveyed faculty members. Faculty development efforts are needed to improve proficiency in participating, leading, and teaching QIPS projects.

Original languageEnglish (US)
JournalAmerican Journal of Medical Quality
DOIs
StateAccepted/In press - 2020

Keywords

  • Quality Improvement Knowledge Assessment Tool–Revised
  • faculty
  • needs assessment
  • quality improvement and patient safety

ASJC Scopus subject areas

  • Health Policy

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