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An Experiential Interdisciplinary Quality Improvement Education Initiative

Varkey.prathibha{at}mayo.edu

M. Katherine Reller, RN, BSN, CPHQ, CMQ/CE

Alan Smith, PhD

Julie Ponto, RN, PhD(c), APRN-BC, AOCN

Michael Osborn, MD

Seven learners, including 2 preventive medicine fellows, 2 family medicine residents, 1 internal medicine resident, and 2 master’s-level nursing students participated in an experiential 4-week quality improvement rotation at a major academic medical center. Together they worked on a quality improvement project that resulted in enhanced medication reconciliation in a preventive medicine clinic. Learner knowledge measured on the QI Knowledge Application Tool increased from an average of 2.33 before the start of the rotation to 3.43 (P = .043) by the end of the rotation. At the conclusion, all learners said they were confident or very confident that they could make a change to improve health care in a local setting. Although this pilot supports the feasibility and potential benefits of interdisciplinary quality improvement education, further research is necessary to explore strategies to implement the same on a larger scale, and to examine the impact on patient outcomes.

Key Words: interdisciplinary education • teamwork • quality improvement • medication reconciliation

American Journal of Medical Quality, Vol. 21, No. 5, 317-322 (2006)
DOI: 10.1177/1062860606291136


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