SafetyQuest: Level One - QI Basics

ONLINE CME 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

Course Description

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 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.

Dates, Duration and Fee

  • Release Date: November 16, 2018
  • Expiration Date: November 16, 2021
  • Estimated Time to Complete: 2 Hours
  • CME Credits Offered: 2.00
  • Registration Fee: FREE

To Obtain CME Credits

  • Review the information below and complete the entire activity.
  • Complete the CME Post-test, CME Assessment Survey, and CME Activity Completion Statement at the end of the activity.
  • You must receive a score of 75% or higher on the post-test in order to receive a certificate. You will have two attempts to answer each multiple-choice question (or one attempt for questions with only two options) to pass the post-test.
  • Once you attest to completing the entire online activity and have scored 75% or higher on the post-test, your certificate will be generated automatically and will be available on your Dashboard page.
  • Physicians will be awarded AMA PRA Category 1 Credits™. All other participants will receive a Certificate of Participation.

Learning Objectives

At the conclusion of this activity, participants should be able to:

  • Integrate best practice patient safety and goals of care (GOC) communication techniques (e.g. IPASS handoffs, SBAR communication, stop the line/CUS words/call for help early, debriefing, GOC documentation) into practice with teams to reduce the risk of adverse events and increase patient safety.
  • Utilize principles from the Joint Commission’s National Patient Safety Goals to reduce the risk of adverse events and increase patient safety.
  • Apply QI tools and concepts such as PDCA, A3, high reliability, and the swiss cheese model to improve the quality of care for your patients.

 

TABLE OF CONTENTS: LEVEL ONE

Introduction

Test Your Knowledge

Level One: QI Basics

    Case 1 | QI Tool: Swiss Cheese | Wrong Patient

    Case 3 | QI Tool: Critical Language | Missing Code Status

    Case 4 | QI Tool: PDCA | Catheter Associated UTI

    Case 7 | QI Tool: Time-Out | Wrong Side

    Case 11 | QI Tool: High Reliability | Unclean Hands

Course Wrap-Up

Resources and References

Help!

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
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 Diseases
Stanford University School of Medicine
Author

Technical Design and Development

Hardware/Software Requirements

  • Computer with Internet connection
  • Current version of Chrome, Firefox or Safari browser. You must have javascript enabled.

Accreditation and Designation of Credits

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 2.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

The American Nurses Credentialing Center (ANCC) accepts AMA PRA Category 1 Credit TM from organizations accredited by the ACCME. Please check with your state’s credentialing board for their requirements.

Commercial Support Acknowledgement

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.

 

Cultural and Linguistic Competency

California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.

CME Privacy Policy

CONTACT INFORMATION

If you are having problems, contact the CME Online support team at CMEonline@stanford.edu and we will follow-up with you to resolve your issue.

Bibliography

Clarke JR, Johnston J, Finley ED. Getting surgery right. Ann Surg. 2007;246:395-405.

Makary MA, Mukherjee A, Sexton JB, et al. Operating room briefings and wrong-site surgery. J Am Coll Surg. 2007;204:236-243.

Kwaan MR, Studdert DM, Zinner MJ, Gawande AA. Incidence, patterns, and prevention of wrong-site surgery. Arch Surg. 2006;141:353-358. 

Seiden SC, Barach P. Wrong-side/wrong-site, wrong-procedure, and wrong-patient adverse events: are they preventable? Arch Surg. 2006;141:931-939.

More bibliographic information can be found in the Resources and References section.

©2018 Stanford University School of Medicine

Course Details

  • Ongoing registration for this self-paced course is available until November 16, 2021
  • Estimated Time to Complete: 2 hours
  • CME Credits Offered: 2.00
  • Registration Fee: FREE

Contact Information

If you are having problems, contact the CME Online support team at CMEonline@stanford.edu and we will follow-up with you to resolve your issue.

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