Currents in Pharmacy Teaching and Learning
Volume 1, Issue 2 , Pages 79-86 , December 2009

A method for teaching continuous quality improvement to student pharmacists through a practical application project

  • Susan J. Skledar, BS MPH

      Affiliations

    • University of Pittsburgh School of Pharmacy, Pittsburgh, PA
    • University of Pittsburgh Medical Center, Pittsburgh, PA
    • Corresponding Author InformationCorresponding author. Susan J. Skledar, BS MPH, Associate Professor, Department of Pharmacy and Therapeutics, Director of the Drug Use and Disease State Management Program, University of Pittsburgh School of Pharmacy and University of Pittsburgh Medical Center, 302 Scaife Hall, 200 Lothrop Street, Pittsburgh, PA 15213
    • ,
  • Teresa P. McKaveney, BS

      Affiliations

    • University of Pittsburgh School of Pharmacy, Pittsburgh, PA

References 

  1. Curtis JR, Cook DJ, Wall RJ, et al. Intensive care unit quality improvement: a “how-to” guide for the interdisciplinary team. Crit Care Med. 2006;34:211–218
  2. Culley CM, Bernardo JF, Gross PR, et al. Implementing a standardized safety procedure for continuous renal replacement therapy solutions. Am J Health Syst Pharm. 2006;63:756–763
  3. Calabrese AT, Cholka K, Lenhart SE, et al. Pharmacist involvement in a multidisciplinary inpatient medication education program. Am J Health Syst Pharm. 2003;60:1012–1018
  4. Dunwoody C, Skledar SJ, Freeman S. Changes in patient-controlled analgesia following a meperidine overdose. Jt Comm J Qual Patient Saf. 2006;32:528–530
  5. McLaughlin CP, Kaluzny AD. Defining quality improvement. In:  McLaughlin CP,  Kaluzny AD editor. Continuous Quality Improvement in: Health Care. 3rd ed.. Sudbury, MA: Jones and Bartlett Publishers; 2006;p. 3–40
  6. Pharmacy Quality Alliance. Home page. http://www.pqaalliance.org/Accessed October 11, 2009
  7. Linder JC. Outcomes measurement: compliance tool or strategic initiative?. Health Care Manage Rev. 1991;16:21–33
  8. Accreditation Council for Pharmacy Education. Accreditation standards and guidelines. http://www.acpe-accredit.org/standards/default.aspAccessed October 10, 2009
  9. Klapp D. Quality assurance training for pharmacy students. Am J Health Sys Pharm. 1980;37:922–924
  10. Strand LM, Morley PC. Evolving health care systems: academic implications for teaching methodologies with emphasis on administration and practice. Am J Pharm Educ. 1987;51:402–406
  11. Knapp DE, Michocki RJ, Wiser TW. A flexible module for teaching quality assurance and drug prescribing review concepts. Am J Pharm Educ. 1986;50:274–277
  12. Horsburgh M, Merry A, Seddon M, et al. Educating for healthcare quality improvement in an interprofessional learning environment: a New Zealand initiative. J Interprof Care. 2006;20:555–557
  13. Jackson TL. Application of quality assurance principles: teaching medication error reduction skills in a “real world” environment. Am J Pharm Educ. 2004;68(1):Article 17
  14. Varkey P, Reller MK, Resar RK. Basics of quality improvement in health care. Mayo Clin Proc. 2007;82:735–739
  15. Medical Risk Management Associates, LLC. Employing tools to enhance patient safety, The FOCUS-PDCA methodology. http://www.isixsigma.com/dictionary/FOCUS-PDCA-823.htmAccessed November 19, 2009
  16. National Quality Forum. National priorities for healthcare quality measurements and reporting. http://www.qualityforum.org/Settings Priorities/Addressing National Priorities.aspxAccessed July 23, 2009
  17. Institute for Healthcare Improvement. Topics, Institute for Healthcare Improvement. http://www.ihi.org/ihi/topicsAccessed October 11, 2009
  18. U.S. Department of Health and Human Services, Office of Disease Prevention and Health Service Promotion. Leading health indicators, Healthy People 2010. http://health.gov/healthypeopleAccessed October 11, 2009
  19. American Society of Health System Pharmacists. 2015 Initiative. http://www.ashp.org/s_ashp/cat1c.asp?CID=218&DID=255Accessed October 11, 2009
  20. Novak JD. The promise of new ideas and technology for improving teaching and learning. Cell Biol Educ. 2003;2:122–132
  21. West DC, Pomeroy JR, Park JK, et al. Critical thinking in graduate medical education: a role for the concept mapping assessment?. JAMA. 2000;284:1105–1110
  22. Hill LH. Concept mapping in a pharmacy communications course to encourage meaningful student learning. Am J Pharm Educ. 2004;68(5):Article 109
  23. McCarthy JP, Anderson L. Active learning techniques versus traditional teaching styles: two experiments form history and political science. Innovative Higher Education. 2000;24:279–294
  24. Prince M. Does active learning work? (A review of the research). J Eng Educ. 2004;93:1–9
  25. Burhans LD. What is quality: do we agree, and does it matter?. J Healthc Qual. 2007;29:39–4454
  26. Teeley KH, Lowe JM, Beal J, et al. Incorporating quality improvement concepts and practice into a community health nursing course. J Nurs Educ. 2006;45:86–90
  27. Krajewski K, Siewert B, Yam S, et al. A quality assurance elective for radiology residents. Acad Radiol. 2007;14:239–245
  28. Weingart SN, Tess A, Driver J, et al. Creating a quality improvement elective for medical house officers. J Gen Intern Med. 2004;19:861–867
  29. Varkey P, Reller MK, Smith A, et al. An experiential quality improvement education initiative. Am J Med Qual. 2006;21:317–322
  30. Walrath JM, Muganlinskaya N, Shepherd M, et al. Interdisciplinary medical, nursing, and administrator education in practice: the Johns Hopkins experience. Acad Med. 2006;81:744–748

PII: S1877-1297(09)00035-5

doi: 10.1016/j.cptl.2009.10.003

Currents in Pharmacy Teaching and Learning
Volume 1, Issue 2 , Pages 79-86 , December 2009

Article Tools