Quality Improvement Projects for Residents

Abstract

The ACGME requires that residents enrolled in diagnostic radiology residencies participate in quality improvement projects as part of their training in systems-based practice [1]. Specifically, section IV.A.5.c.(4) of the ACGME program requirements states that residents are expected to “systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement” [1]. It is important o recognize that a solely didacticased quality education program is ot effective. To learn about qualty improvement, trainees must be ngaged in quality projects and exrcise the fundamentals of quality nd performance improvement. While immersed in a highly conensed, intense 4-year residency, it an be challenging for residents to mbrace this relatively new requireent imposed by the ACGME. owever, learning how to carry out uality projects that improve patient are and departmental performance an provide benefit on an individual evel as well. By learning how to lead a uality improvement project team nd drive change within a departent, a graduating resident with hese accomplishments will be pereived as a value innovator who has dopted a broader scope of radioloy’s role within the entire health care nterprise. By learning these skills, esidents engaged in quality improveent are also embracing the need to earn value-added skills to avoid comoditization of our specialty. Admittedly, there are challenges for esidents regarding quality projects. ost notably, trainees are often changngrotationsonamonth-to-monthbais, sometimes even changing hospitals t a similar frequency. Establishing the ontinuity of a quality improvement