SafetyQuest: Level Three - Implementing QI

Friday, November 16, 2018, 12:00 AM - Monday, January 1, 2024, 12:00 AM, Online Course

Internet Enduring Material Sponsored by the Stanford University School of Medicine. Presented by the Department of Graduate Medical Education at Stanford University School of Medicine

Modern healthcare is complex and has many opportunities for error. To ensure patient safety, hospitals and healthcare systems must continually strive to work together as a team, create a culture of patient safety, and identify and mitigate risks. SafetyQuest is a sequential series of online CME gaming modules (levels 1 - 4) that provide an innovative and immersive experience to understanding the underlying causes of patient safety issues. This unique educational program emphasizes a problem-solving approach to preventing errors in all healthcare settings and seeks to ensure that patients are provided with care that supports the key quality aims of the Institute of Medicine. Throughout the series, learners will work to save patients from preventable harm and will errors and will gain problem solving quality improvement and safety tools to approach these issues. Case-based scenarios using multiple game modalities will be used to put these principles into practice and save future lives.

Intended Audience

This course is designed for physicians across all specialty areas.

  Release Date: November 16, 2018
  Latest Review Date: July 13, 2021
  Expiration Date: January 01, 2024
  Estimated Time to Complete: 2 Hours
  Registration Fee: FREE

Click Begin (at the top) to learn more about how to enroll in the course.

AMA PRA Category 1 Credits™ (2.00 hours), Non-Physician Participation Credit (2.00 hours)

1. Apply advanced QI tools such as failure modes effect analysis (FMEA) and key concepts of stakeholder analysis, A3 key drivers and project sustainability to improve the quality of care for your patients.
2. Perform time-out/Universal Protocol to prevent sentinel events/never events (e.g. wrong site, wrong procedure, and wrong person surgery, retained foreign objects) consistent with best practices to reduce the risk of adverse events and increase patient safety.
3. Report errors and near misses (event reporting) and disclose errors to patients and their families (error disclosure) when you and your team have been involved in or witnessed such an event.

In support of improving patient care, Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Credit Designation

American Medical Association (AMA)
Stanford Medicine designates this Enduring Material for a maximum of 2.00 AMA PRA Category 1 Credits^TM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Cultural and Linguistic Competency

The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area for the purpose of complying with California Assembly Bill 1195. Moreover, the Stanford University School of Medicine Multicultural Health Portal contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.  You are encouraged to visit the Multicultural Health Portal: http://lane.stanford.edu/portals/cultural.html

Bibliography

DeWalt D, Powell J, Mainwaring B, et al. Practice coaching program manual. Princeton, NJ: Aligning Forces for Quality (AF4Q), George Washington University Medical Center; 2010.

Integrating chronic care and business strategies in the safety net. (Prepared by Group Health’s MacColl Center for Health Care Innovation, in partnership with RAND and the California Health Care Safety Net Institute, under Contract No./Assignment No: HHSA2902006000171). AHRQ Publication No. 08-0104-EF. Rockville, MD: Agency for Healthcare Research and Quality; September 2008.

For a complete list, please view the References/Bibliography page in the Course.

• Disclosures

• The following planners and authors have indicated that that they have no relationships with industry to disclose relative to the content of this activity:

  Laurence Katznelson, MD
  Associate Dean of GME
  Stanford University School of Medicine
  Course Director
  Author

  Lisa Shieh, MD
  Clinical Professor of Medicine
  Medical Director for Quality, Department of Medicine, Stanford University School of Medicine
  Course Director
  Author

  Anuradha Phadke, MD
  Clinical Assistant Professor, Medicine, Primary Care and Population Health
  Medical Director Population Health, Division of Primary Care and Population Health, Stanford University School of Medicine
  Director of Quality, Division of Primary Care and Population Health, Stanford University School of Medicine
  Author

  Kambria H. Evans, MEd, MA, LMFT
  EMDR Clinician and Psychotherapist
  Affiliate, Stanford Medicine
  Author

  Nivedita Srinivas, MD
  Clinical Assistant Professor, Pediatrics, Infectious Disease
  Stanford University School of Medicine
  Author

  Laura Mazer, MD
  Affiliate, Surgery, Pediatric Surgery
  Author

Stanford University School of Medicine has received and has used undesignated program funding from Pfizer, Inc. to facilitate the development of innovative CME activities designed to enhance physician competence and performance and to implement advanced technology. A portion of this funding supports this activity.