The Movement to Address Quality in Healthcare
David R. Nielsen, MD AAO-HNS/F EVP/CEO Implications for integrating education, research, clinical quality improvement, and advocacy A recurrent theme over the years in this column has been quality healthcare, the ethical and professional duty we have to continually seek improvement, and the politics and public attention that have increasingly become a part of quality improvement. Our focus always has been, and will remain, on the patient’s best interest and needs. One of the most critical aspects of the quality movement that we as otolaryngologists and Academy members need to understand is the manner in which our approach to quality improvement has led to positive improvements and integration of our educational offerings, health policy, government affairs, annual meeting program, and research. Knowing how this is occurring (and why it is essential) will not only help us as Academy members provide better care, but will reinforce the great value of Academy membership and engagement in Academy activities. Integration of quality, education, research, and advocacy is not just an essential structural, governance, and operational concern; it is the natural consequence of addressing better patient care. While it may be our instinct to feel uncertainty and fear about the “unknown” issues of the future, there is great opportunity for us to make significant positive progress in patient care and advancing medical training and science. Surgeons will be expected to adapt, change, and improve over the next decade in remarkable ways. Learner-centered educational processes and systems are taking over the old didactic lecture amphitheater. Interactive focused learning will also include simulation, both cognitive and procedural. Residents beginning their first clinical rotations gain experience through simulation “boot camps” in many encounters and procedures, making them more adept, confident, and effective from the first day of patient care. Using these techniques combined with hands-on clinical experience, we will train to mastery, not just to competency or proficiency. Continuing medical education (CME) will be more properly called continuous professional development (CPD), including much more than acquiring more knowledge throughout professional life. It will involve real time and “point of care” access to educational material through mobile devices; decision support systems with links and references to clinical practice guidelines (CPG) and validated performance measures (PM); and links to journal articles, live, streaming video, and online content. Not only will this improve the application of new knowledge to better patient care, but this will allow physicians to get credit and acknowledgment for the real improvement in patient outcomes that arise from education. Health services research will integrate with basic science and traditional translational research more effectively with rapid “bench to bedside” applications of advances in science. This implies links to systems of documentation of care, EMRs, registries for benchmarking of improvement; privileging and accrediting systems; maintenance of certification (MOC); maintenance of licensure (MOL); and physician payment requirements. Eventually, you can see how education, research, and health policy integration is both the inevitable consequence of quality improvement and the intentional goal for ensuring patient-centered, quality care. We as practicing surgeons will be including simulation in our own CPD and daily practice. We will have our own “boot camps” for improving skills, applying new technologies, using augmented reality, simulation “warm-ups” and virtual “escapes” to reduce medical error and improve patient safety. Real patient images will be used to construct the virtual surgical environment in which we can “operate” on the actual anatomy of a real patient with virtual instrumentation, with haptic feedback giving us the real feel of the instruments in our hands. Robotics will increasingly be applied to our surgical armamentarium. Lest you think that simulation is limited to surgical procedures, cognitive simulation can advance training and improve skills—from medical school through our entire professional practice. Envision simulation applications that encompass teaching interview techniques with virtual patients, physical examination, imaging, emergency assessment, audiological testing, differential diagnosis, medical management with observable patient responses, and much more. We applaud the leaders in our field who are already employing this type of integration and advancing of education and performance improvement at all levels. This is an exciting time to be a physician and an otolaryngologist.
David R. Nielsen, MD AAO-HNS/F EVP/CEO
Implications for integrating education, research, clinical quality improvement, and advocacy
A recurrent theme over the years in this column has been quality healthcare, the ethical and professional duty we have to continually seek improvement, and the politics and public attention that have increasingly become a part of quality improvement. Our focus always has been, and will remain, on the patient’s best interest and needs.
One of the most critical aspects of the quality movement that we as otolaryngologists and Academy members need to understand is the manner in which our approach to quality improvement has led to positive improvements and integration of our educational offerings, health policy, government affairs, annual meeting program, and research. Knowing how this is occurring (and why it is essential) will not only help us as Academy members provide better care, but will reinforce the great value of Academy membership and engagement in Academy activities.
Integration of quality, education, research, and advocacy is not just an essential structural, governance, and operational concern; it is the natural consequence of addressing better patient care. While it may be our instinct to feel uncertainty and fear about the “unknown” issues of the future, there is great opportunity for us to make significant positive progress in patient care and advancing medical training and science. Surgeons will be expected to adapt, change, and improve over the next decade in remarkable ways. Learner-centered educational processes and systems are taking over the old didactic lecture amphitheater. Interactive focused learning will also include simulation, both cognitive and procedural. Residents beginning their first clinical rotations gain experience through simulation “boot camps” in many encounters and procedures, making them more adept, confident, and effective from the first day of patient care. Using these techniques combined with hands-on clinical experience, we will train to mastery, not just to competency or proficiency.
Continuing medical education (CME) will be more properly called continuous professional development (CPD), including much more than acquiring more knowledge throughout professional life. It will involve real time and “point of care” access to educational material through mobile devices; decision support systems with links and references to clinical practice guidelines (CPG) and validated performance measures (PM); and links to journal articles, live, streaming video, and online content. Not only will this improve the application of new knowledge to better patient care, but this will allow physicians to get credit and acknowledgment for the real improvement in patient outcomes that arise from education. Health services research will integrate with basic science and traditional translational research more effectively with rapid “bench to bedside” applications of advances in science. This implies links to systems of documentation of care, EMRs, registries for benchmarking of improvement; privileging and accrediting systems; maintenance of certification (MOC); maintenance of licensure (MOL); and physician payment requirements. Eventually, you can see how education, research, and health policy integration is both the inevitable consequence of quality improvement and the intentional goal for ensuring patient-centered, quality care.
We as practicing surgeons will be including simulation in our own CPD and daily practice. We will have our own “boot camps” for improving skills, applying new technologies, using augmented reality, simulation “warm-ups” and virtual “escapes” to reduce medical error and improve patient safety. Real patient images will be used to construct the virtual surgical environment in which we can “operate” on the actual anatomy of a real patient with virtual instrumentation, with haptic feedback giving us the real feel of the instruments in our hands. Robotics will increasingly be applied to our surgical armamentarium.
Lest you think that simulation is limited to surgical procedures, cognitive simulation can advance training and improve skills—from medical school through our entire professional practice. Envision simulation applications that encompass teaching interview techniques with virtual patients, physical examination, imaging, emergency assessment, audiological testing, differential diagnosis, medical management with observable patient responses, and much more.
We applaud the leaders in our field who are already employing this type of integration and advancing of education and performance improvement at all levels. This is an exciting time to be a physician and an otolaryngologist.