Table 1

Revised quality improvement in psychiatry curriculum framework

Seminar titleLearning objectivesInstructional methods
1. Introduction to quality improvement

  1. Identify the key elements of the model for improvement

  2. Name the dimensions of quality care

  3. Describe the components of an effective aim statement

  4. Describe the four steps in a Plan-Do-Study-Act (PDSA) cycle

  5. Plan a process change

  6. Collect and interpret data related to performance and use to inform practice

  1. Progress quiz (multiple choice)

  2. Didactic lesson

  3. Applied team-based PDSA cycles from a game-based simulation with real-time data collection and graphing run charts. The game for the in-person session involves the assembly of Mr. Potato Head dolls and the game for online session involves team collaboration to solve the Triangular Peg Game.

2.Defining the quality problem

  1. Define quality healthcare and quality improvement

  2. Describe the Model for Improvement

  3. Practice writing an aim statement

  4. Apply the following quality improvement tools to a case study:

    • 5 Whys

    • 5W2H

    • Fishbone diagram

    • Process map

  1. Progress quiz (multiple choice)

  2. Didactic Lesson

  3. Case study: measurement based care in an integrated primary care setting

  4. Review of a patient experience video to create a process map

  5. Think-pair-share of an excerpt from the novel Normal People which details a character’s experience of completing a self-report scale in a mental health clinic.

  6. Individual QI Project group supervision:

    • faculty present a sample project

    • reflection on personal practice to identify a project topic with faculty and peer feedback

    • introduce use of the Institute for Healthcare Improvement Project Charter to develop the project

3.Measures and measurement in quality improvement

  1. Describe the role of measurement in the Model for Improvement

  2. Outline the differences between data for research and data for improvement

  3. Define outcome, balancing and process measures

  4. Identify a run chart and control chart

  5. Construct a pareto chart and a process map

  6. Create a data collection plan

  1. Progress quiz (multiple choice)

  2. Didactic Lesson

  3. Case study: wait times in an urgent care psychiatry clinic

  4. Applied team-based PDSA cycles from a game-based simulation: assembling paper puppets

  5. Individual QI Project group supervision:

    • faculty present another sample project

    • trainees verbally present their progress using the Institute for Healthcare Improvement Project Charter

    • faculty and peers provide feedback on the development of the project

4. Measurement, changes and PDSAs

  1. Discuss the elements of Plan-Do-Study-Act cycles

  2. Review frameworks for developing change ideas

  3. Identify the four run chart rules:

    • a shift

    • a trend

    • runs

    • an astronomical point

  4. Practice interpreting run charts

  1. Progress quiz (multiple choice and short answer)

  2. Didactic lesson

  3. Case study: polypharmacy on an inpatient unit

  4. Teaching videos on run charts

  5. Individual QI Project group supervision:

    • faculty present another sample project

    • trainees verbally present their progress using the Institute for Healthcare Improvement Project Charter

    • faculty and peers provide feedback on the development of the project

5. Individual project presentations

  1. Apply knowledge and skills in QI to your clinical work

  2. Disseminate your findings to colleagues for feedback

  1. Progress quiz (multiple choice and short answer)

  2. 5–10 min oral presentation by residents to faculty and peers in small groups