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 journalArticlepeer-review

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)
Pages (from-to)209-214
Number of pages6
JournalAmerican Journal of Medical Quality
Volume36
Issue number4
DOIs
StatePublished - Jul 1 2021

Keywords

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

ASJC Scopus subject areas

  • General Medicine

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