Fillable Pbli-project-4 PBLI Template Fillable Form -JGME

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Pbli-project-4 PBLI Template Fillable Form -JGME

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Practice-based Learning & Improvement Project
CONFIDENTIAL (Peer Review Document)
PURPOSE1:
• According to ACGME requirements programs and fellowships must integrate the 6 core competencies
into the curriculum. One of the core competencies is Practice Based Learning Improvement (PBLI).
• PBLI is important because:
1) Physicians should have systematic approaches for monitoring and improving their practice.
2) Physicians must be able to recognize the need for positive change and instigate it rather than react to
changes made by others.
3) Positive small changes in small systems, such as an individual physician’s practice, can positively impact
larger systems.
• This competency requires that residents learn to investigate and evaluate their own patient care,
appraisal and assimilation of scientific evidence, and improvements in patient care. PBLI can be taught
and assessed through a variety of methods including mortality/morbidity and case conferences,
practice-based small group learning activities, evidence based medicine activities and practice base
learning improvement projects.
• In order to document PBLI and Quality Improvement activities (QI), each program is required to
complete a minimum of one practice improvement project on an annual basis.
• The Common PIF requests a description of one example and the outcome of a QI activity in which
either one or more residents and one faculty mentor participated.
PROGRAM INFORMATIN FORM (PIF) QUESTION1:
“Give one example and the outcome of a planned quality improvement activity or project in which at least one
resident participated in the past year that required the resident to demonstrate an ability to analyze, improve
and change practice or patient care. Describe planning, implementation, evaluation and provisions of faculty
support and supervision that guided this process. Limit your response to 400 words”
CHARACTERISTICS OF ACCEPTABLE PBLI PROJECTS2:
a) Resident/Fellows are involved in development or ongoing work of PI project
b) The project is based on at least one of the competencies
c) The project is either educational or clinical or research-based
d) The project includes:
a. completed initial measurement of one outcome,
b. plan for improvement,
c. plan for how and when to re-measure the impact of the intervention.
e) Clinical measurements must include patients cared for by the residents/fellows.
f) One resident/fellow (or a group of residents/fellows) and at least one faculty/mentor must be involved in
planning, implementation/intervention and evaluation of the project.
1. ACGME Institutional competencies http://www.acgme.org/outcome/comp/compCPRL.asp
2. Internal review of KUMC program ACGME citations and written feedback by RRC.s
Citation Information:
McClain EK, Babbott SF, Tsue TT, Girod DA, Clements D, Gilmer L, et al. Use of a Structured Template to Facilitate
Practice-Based Learning and Improvement Projects. J Grad Med Educ. 2012;4(2):215-219.
1
Practice-based Learning & Improvement Project
CONFIDENTIAL (Peer Review Document)
PBLI TEMPLATE CHECKLIST -The following is a template to guide you through a PBLI project:
1. Background
Complete Background Section
o program, (complete section 1.1)
o project title (complete section 1.2)
o list project members(complete section 1.3)
2. Project Conception
Hold a meeting with resident(s) and faculty to identify a problem for the project (complete section 2.1)
Designate project area of focus (complete section 2.2)
Describe the problem in narrative form (complete section 2.3) – Word limit 250
Determine if HSC approval will be required (complete section 2.4)
3. Measurement Tools
Baseline measure(s) documentation:
o Identify general outcome measures/tools(complete section 3.1)
o Narrative of specific tools and how they were used in data collection (complete section 3.2)
4. Project Timeline
Document estimated duration of project (complete section 4.1)
Identify timeline for data collection:
o Document planned baseline data collection (complete section 4.2)
o Document planned outcomes data collection (complete section 4.3)
5. Formal Project Approval
Present to appropriate department committee responsible for resident research
o Document approval date(complete section 5.1)
o If appropriate HSC approval # (complete section 5.2)
6. Baseline Data Collection/Analysis
Collect baseline data (complete section 6.1)
7. Plan of Intervention
Hold a meeting with resident(s) & faculty to develop a project plan of intervention for the project
(complete section 7.1)
This can be the same meeting as the problem identification meeting (see section 2.1)
Documentation of Intervention:
o write a short narrative description of goal(s) & anticipated outcome(s) (complete section 7.2)
o write a short description of intervention (complete section 7.3)
8. Outcomes Data Collection/Analysis
Implement intervention-documenting start & end date or ongoing status (complete section 8.1)
Document outcomes / collect post-test data (complete section 8.2)
9. Analysis/ Conclusions
Analyze data and write results conclusions in narrative form (complete section 9.1)
Write a short narrative of future steps for continued improvements (complete section 9.2)
10. Presentation/Evaluation
Present results to resident evaluation / research committee or other appropriate committee (complete
section 10.1)
o Recommended for publication (complete section 10.2)
Turn in completed PBLLI evaluation form signed by program director (section 10.3 – 10.4)
o Get a copy of the completed PBLI template and Presentation evaluation form signed by the program
director and to in the GME office
2
Practice-based Learning & Improvement Project
CONFIDENTIAL (Peer Review Document)
1. BACKGROUND
1.1. Training Program:
1.2. Title of Project:
1.3. Members involved in the project must include residents and at least 1 faculty member.
2. PROJECT CONCEPTION
2.1. A formal meeting should occur with residents and faculty (at least one of each).
Date of Meeting:
2.2. The designated type of project can focus on one of the three areas:
Educational
Clinical (residents must have contact with patients involved in project)
Research / Administrative
2.3. Description of the problem (in narrative form) - 250 word limit
PGY Level
Name(s):
PGY Level
Name(s):
PGY Level
Name(s):
PGY Level
Name(s):
Faculty Mentor:
Others:
Name(s):
PGY5
Resident/Fellow
Name(s):
PGY6
Resident/Fellow
Name(s):
Other
Resident/Fellow
Name(s):
Faculty (mentor/s):
Others:
3
Practice-based Learning & Improvement Project
CONFIDENTIAL (Peer Review Document)
2.4. Determine if project will require HSC approval and complete appropriate application.
HSC Forms Add University link__________________
HSC approval not required for project
HSC Exempt application process
HSC Expedited application process
HSC Full Committee Review application process
3. MEASUREMENT TOOLS
3.1. Identify the baseline tools for measurement of the problem (examples include):
Record/chart review or observation (incidence rates)
Survey/ (i.e. patient, learner)
Clinical outcomes data
Compliance with administration regulations In-training exam scores
Other measurements (include a description of the measurement below)
Use the measure selected above to collect data to establish a baseline measure.
3.2. Include a short narrative of specific tool (selected above) used and how measures will be used in
data collection.
4
Practice-based Learning & Improvement Project
CONFIDENTIAL (Peer Review Document)
4. PROJECT TIMELINE
4.1. Planned duration of Project: (for example: ranging 3-6 months)
4.2. What is the timeframe for baseline data collection:
4.3. What is the timeframe for outcomes data collection:
5. FORMAL PROJECT APPROVAL
5.1. Department Committee approval (responsible for resident research) Date:
5.2. If appropriate HSC Approval project # (refer to section 2.4)
6. BASELINE DATA COLLECTION
6.1. Document Baseline data (provide written summary or attach)
7. PLAN OF INTERVENTION
7.1. A formal meeting should occur with resident(s) and mentor(s).
Date of Meeting:
7.2. Identify the goal and anticipated outcome:
5
Practice-based Learning & Improvement Project
CONFIDENTIAL (Peer Review Document)
7.3. Description of intervention for improvement in narrative form:
8. OUTCOMES DATA COLLECTION
8.1. Implement Intervention
Date intervention initiated:
Date Intervention completed:
OR Intervention is ongoing
8.2. Document Outcomes/post test data (provide written summary or attach)
6
Practice-based Learning & Improvement Project
CONFIDENTIAL (Peer Review Document)
9. ANALYSIS/CONCLUSIONS
9.1. Provide narrative of analysis and conclusions and application to your practice.
9.2. Provide a short narrative of future steps for continued improvement
10. PRESENTATION/EVALUATION
10.1. Date of Presentation to Department Committee responsible for research:
10.2. Project recommended for publication by committee
Yes
No
10.3. Completed copy of PBLIE evaluation signed by program director attached
10.4. Date that copy of PBLI evaluation signed by program director sent to Graduate Medical Education
Office (Contact name & Phone Number:
7
Practice-based Learning & Improvement Project
CONFIDENTIAL (Peer Review Document)
PIF Question
“Give one example and the outcome of a planned quality improvement activity or project in which at least
one resident participated in the past year that required the resident to demonstrate an ability to analyze,
improve and change practice or patient care. Describe planning, implementation, evaluation and provisions of
faculty support and supervision that guided this process. Limit your response to 400 words”
The PBLI Template was used to document resident faculty involvement in planning, implementation and
evaluation through the process of the PBLI project.
PROBLEM:
PLANNING/BASELINE DATA:
INTERVENTION/GOAL:
EVALUATION
8
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Completed 7 March 2020

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