Sabrina Vereen, FACHE

Karen Davis, BBA

Overview and Application Process

Quality Improvement and Safety is the science of improving care, access, cost, effectiveness, equity, and safety of the care we provide to patients. The purpose of the Physician Leadership in Quality and Safety is to equip students with skills that they can directly apply in clinical settings as future physicians. As such, learning will be longitudinal, mentored, and experiential. By the end of this program, students will possess the knowledge and skills to implement a quality improvement project. Students will learn improvement methodology, process mapping, systems change, measurement, analysis, and presentation skills to implement a quality project in the future.

Students from any discipline are invited to apply. When selecting students for the program, the following is considered: student interest, completion of prerequisite work (see below), project work in the Community Based Longitudinal Care course (CBLC) during Application Phase, and prior experience. Please submit your application for a scholarly concentration program by Novmber 2, 2018, 5 pm using this ONLINE APPLICATION. Applications for all scholarly concentration programs will be distributed to directors for their review; expect follow up communication from them.

  • Students should apply for the scholarly concentration before the start of their fourth year. The prerequisites listed below still apply, and students who have not completed elements of MEDI 603 should not apply unless there are extenuating circumstances.
  • Students will attend 10 sessions and 2 symposiums during the year AND complete a project with a mentor.
  • Students will receive 2 weeks of elective credit for attending the sessions and symposiums. There is no credit for the project but this is a required component of the scholarly concentration. Once accepted to the scholarly concentration, you should sign up for the Physicians Leadership in Quality and Safety Seminar Series. Only students in the concentration are eligible for this course.

Program Structure and Highlights

The Physician Leadership in Quality and Safety Scholarly Concentration has elements throughout the entire TEC Curriculum

Foundation and Application Phase requirements

  • MEDI 603 (2 weeks), which includes the following requirements:
    • Completion of the IHI open school basic certificate at http://www.ihi.org/education/IHIOpenSchool/Courses/Pages/OpenSchoolCertificates.aspx
    • Attendance at the Physicians Engaged in Quality and Safety (PEQS) daylong class at Eastowne. A PEQS class can be completed in the Community Based Longitudinal Care course (CBLC) during Application Phase year provided that the CBLC course directors are given six-week notice of a student’s interest and intention. To sign up for PEQS, you must use the UNC LMS system and search for “engagement” OR “quality.” To log into the LMS, you must use your EPIC username and password. Karen.Davis5@unchealth.unc.edu can provide assistance when signing up for the class. After registering, please inform Laura Brown or Jake Reardon that you are a medical student participating.
    • PDSA cycles completed during CBLC rotation or from data from a different project.
    • NOTE: All students are required to complete the IHI open school certificate, attend PEQS and submit a PDSA (the first three bullets). Other requirements are waived for students expecting to graduate in 2018 and 2019.

Individualization Phase
After completing all associated work with MEDI 603 and a minimum of 2 weeks of another elective, students will do the following during the Individualization Phase:

  • Physician Leadership in Quality and Safety scholarly work. Students will have class monthly. Class schedule will be posted on day one for student planning purposes. Classes will be skyped but students are expected to participate in person for 80% of the classes. Students will also meet regularly with their mentors. Students will have monthly deliverables such as project charters, AIM statements, driver diagrams, and run charts. See highlights below. Students who fully complete the program will receive a designation on their transcripts of their participation. Class limit is set at 8-10 students for the year. Students will be chosen based on their letters of intent and submitted PDSAs from Application year.

Other Program Highlights include:

  • Mentors will be assigned by the course director with consideration to discipline. Not all disciplines have experts in quality and safety. Therefore, students may be assigned to a high-quality mentor in a similar field. Students will set a schedule with their mentors to meet regularly. Ideally, students are working on the project while participating in other electives in their chosen specialty. There will be approximately 8-10 sessions, each 2 hours long over the course of the year, from April to April of the final year of medical school. Topics will range from data presentation to collection, spread and building momentum, safety topics, the politics of change, and payment models.
  • Students will work on a year-long project in quality or safety. Students will learn how to apply methodology to improve systems, care, and/or efficiencies through the open school, PEQS, and PDSA cycles.
  • Students will present the work at an end of year dinner that includes mentors and students. Students will be encouraged to publish data or submit abstracts on their work as well. See examples of abstracts submitted half way through the inaugural year. Two of the abstracts have already been accepted for oral presentations at national meetings.
  • Students and Mentors will be required to participate in a project workshop review with Dr. Shaheen or Laura Brown early in the year to ensure scope of project is adequate and that mentoring is robust.

Student Comments and Project Examples

This course is the highlight (in a general sense) of my medical school experience. I wish a QI/QA training was available as a track analogous to Rural Scholars. This is the ideal curriculum for extensive longitudinal integration for the motivated, self-selected student interested in the ever-important field of Quality & Safety.”

“Most helpful part of the class is getting linked with the QI team I’m currently working with and trying this all out for myself, and learning about how QI projects work (or don’t work) in real life.”

The best parts of this course are: “The collaborative efforts and support from administration. Readings are also pertinent and at a great level for beginners.”

Development of a Telephonic Chronic Care Management Program in Primary Care

Development of a Pediatric Sepsis Protocol in the ED

Family Sepsis Outpatient Education