@article{cf3150e8365a4623b93f386c56aadb6c,
title = "ABCs of Safety and Quality for the Pediatric Resident and Fellow",
keywords = "Clinical learning environment review, Graduate medical education, Next accreditation system, Patient safety, Quality improvement",
author = "Emily Mathias and Usha Sethuraman",
note = "Funding Information: When developing a quality and safety curriculum for their neonatology fellows, the neonatology department at Boston Children{\textquoteright}s Hospital created a program with key elements and themes that relied on the unique features of fellowship training. 22 Recognizing that fellows{\textquoteright} primary scholarly focus should be their research, they created a program that integrated quality and safety learning and projects within the existing clinical experiences. If possible, they tied concepts of quality and safety into the fellows{\textquoteright} scholarly research. The curriculum encompassed the entire 3 years of fellowship, during which time the fellows were expected to complete a series of Web-based modules, lecture-based workshops, and a QI project. This longitudinal experience was supported by the fellowship structure, which typically offers a more continuous experience compared with the typical residency organization of month-long block rotations. Additionally, many fellowship programs start out with heavy clinical responsibilities and then shift the focus to research and academics near the end of training. This framework is conducive to the natural progression of a QI project, such as the PDSA cycle. For these reasons and others, the investigators concluded that fellowship training is particularly well suited for trainee engagement in system-wide QI initiatives. ",
year = "2016",
doi = "10.1016/j.pcl.2015.11.003",
language = "English",
volume = "63",
pages = "303--315",
journal = "Pediatric Clinics of North America",
issn = "0031-3955",
number = "2",
}