TY - JOUR
T1 - Health Care Project Improvement Design
T2 - Proficiency Among University Faculty
AU - Gardner, Angela F.
AU - Kindratt, Tiffany B.
AU - Orcutt, Venetia L.
AU - Griffith, Patrice
AU - Sandon, Lona
AU - Salinas, Heather
AU - Reed, Gary
AU - Fowler, Raymond L.
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: CTSA NIH Grant UL1-RR024982 for the use of REDCap.
Publisher Copyright:
© The Authors 2021.
PY - 2021/7/1
Y1 - 2021/7/1
N2 - 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.
AB - 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.
KW - Quality Improvement Knowledge Assessment Tool-Revised
KW - faculty
KW - needs assessment
KW - quality improvement and patient safety
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U2 - 10.1177/1062860620945024
DO - 10.1177/1062860620945024
M3 - Article
C2 - 32757762
AN - SCOPUS:85089196637
SN - 1062-8606
VL - 36
SP - 209
EP - 214
JO - American Journal of Medical Quality
JF - American Journal of Medical Quality
IS - 4
ER -