Participation In Quality Assurance Research Articles

Quality and Patient Safety Metrics: Developing a Structured Program for Improving Patient Care in the Department of Medicine at The Ottawa Hospital.

Despite increasing recognition of the importance of quality and patient safety in academic medicine, challenges remain with ensuring physician participation in quality assurance and quality improvement efforts, such as lack of compensation and enabling resources. An organizational culture that includes physician leadership and a supportive infrastructure is needed to encourage physician backing of quality and patient safety initiatives. The authors describe the development of a robust quality and patient safety program in the Department of Medicine at The Ottawa Hospital over the past 7 years and highlight how the department changed its organizational culture by prioritizing quality and patient safety and establishing the necessary infrastructure to support this program. Program development was characterized by 4 overarching themes: incentives, administrative structure and physician leadership, training and support, and system enhancements. As a result of the program, the department broadly implemented a standardized framework for conducting quality committee meetings and morbidity and mortality rounds and reviewing patient safety incidents and patient experience across its 16 divisions. This has led to 100% departmental compliance on corporate quality assurance metrics each year (e.g., regular multidisciplinary divisional quality committee meetings), along with physician participation in formal quality improvement initiatives that align with larger corporate goals. The authors reflect on lessons learned during the implementation of the program and the essential elements that contributed to its success. Next steps for the program include using a centralized repository of quality and patient safety data, including patient safety incident dashboards, to encourage greater divisional collaboration on quality improvement initiatives and continuous institutional learning over time. Another important avenue will be to create an academic hub for excellence in quality and a formal approach to reward and promote physicians for their quality work.

Investigation of the Current Situations Desired Conditions, and Essential Requirements for Participation in the Quality Assurance Processes of Small Schools Under the Office of the Basic Education Commission

The objective of this study is twofold: 1) To examine the current situations, desired conditions, and requirements for participation in quality assurance efforts of small schools under the Office of the Basic Education Commission. 2) To explore developmental guidelines for enhancing the quality assurance practices of these educational institutions. The research methodology involved: 1) surveying to assess the current situations, desired conditions, and essential requirements; and 2) investigating development guidelines embedded in the working processes of three schools with the best educational assurance practices. The sample groups included 385 persons who were school administrators and teachers. Research tools included a survey form, interview forms, and an assessment form, which was verified and approved by nine qualified individuals. Data analysis involved content validation and factor analysis. The statistics also indicated the correctness, appropriateness, feasibility, and utility of the information. The statistical techniques used in the research included basic statistics and the analysis of essential requirements. The findings of the study revealed the following:
 
 1) The current situation of the participation in educational quality assurance efforts of the small schools was rated at a moderate level, with the highest level of the desired conditions. An area of the requirements that was rated with the highest score of development priority was active participation in quality assurance.
 
 2) The developmental guidelines for quality assurance practices in educational institutions encompassed five domains with a total of 16 strategies. The experts’ evaluation of these domains indicated a high level of accuracy, while appropriateness, feasibility, and utility were scored at the highest level.

Analysis of students' views about the quality of higher education (based on the survey results)

The article is dedicated to the issue of student involvement in higher education quality assurance and evaluation – a vital and highly relevant issue in today’s higher education of Ukraine. Changes instigated by the Law of Ukraine «On Higher Education» of 2014, foresee an active role of students in the formation and evaluation of higher education quality as 1) final beneficiaries, 2) interviewees and participants in accreditation of study programmes, 3) external evaluation experts during study programmes accreditation, as ruled by current legislation. Taking into account the significance of students’ role in quality assurance, it is necessary to find out:
 
 how university students interpret quality of higher education and higher education quality assurance;
 how students perceive their role in the formation and enhancement of higher education quality;
 to what extend they are ready and committed to influence and improve the quality of higher education.
 
 Accordingly, the aim of this article is to investigate students’ opinion on the quality of Ukraine’s higher education. To this end, students’ survey was conducted with the focus on the following:
 
 what is quality and quality assurance in students’ opinion;
 how respondents assess the quality of education in their HEI and in Ukraine in general;
 whether students can influence the quality of study programmes and quality of higher education;
 what hinders improvement of study programmes and enhancement of quality of higher education.
 
 The survey was conducted in May – October 2020; the respondents were 115 students of five Ukrainian universities (years three and four of bachelor programmes and master students) who volunteered to take part in the survey.
 The research resulted in the following conclusions: 
 1) There is no integral, holistic understanding of higher education quality among student community. Representatives of different HEIs interpret higher education quality differently, though in total 60% of respondents interpret quality as « new, relevant information and knowledge».
 2) On the whole, respondents value the quality of higher education rather low: only 25% of students regard it as high. At the same time, most of surveyed students rate the quality of their study programme higher, than the quality of higher education in their university or the quality of educational services in Ukraine in general.
 3) Students of different HEIs are rather diverse in their interpretation of quality assurance of higher education and choice of different means for quality enhancement. On the whole, respondents give preference to those tools that anticipate active students’ participation in quality assurance, like asking the teacher to change the manner of teaching, or leaving a complaint with student self-government, discussing the quality of teaching in a focus group, or filling in an evaluation questionnaire.
 4) Students who participated in the survey demonstrated critical thinking and fair judgement of their negative impact on the quality of higher education by stating that low student motivation is the most significant factor that obstructs quality enhancement. Other factors cited by respondents include low teacher motivation, underdeveloped infrastructure at HEIs, teacher workload.
 5) The positive finding of the survey is that the majority of students are confident in their capability to influence the quality of higher education in their HEI and only 21% responded they are deprived of the possibility improve higher education quality.

Longitudinal evaluation of a knowledge translation role in occupational therapy

BackgroundIn 2014, a large metropolitan mental health service in Australia developed a senior role (Lead Research Occupational Therapist) to address an identified need for greater research and knowledge translation, and associated capacity building. The aim of this study was to evaluate the impact, in the first 2.5 years, of this role across a range of variables.MethodsMultiple methods were used to gather a comprehensive range of data. Workforce surveys were completed both online and in hard copy in early 2014 (n = 42) and late 2016 (n = 44). Research key performance indicators (academic, research production and cultural) were also identified for measurement over time. The data from these surveys were analysed using descriptive and inductive analysis, and also with social network analysis.ResultsThis role has demonstrated positive outcomes across a range of variables. There was a medium effect on the quantity of participation in quality assurance and knowledge translation activities by the workforce. Most knowledge translation behaviours were occurring regularly, although several were absent. An improving trend in attitudes towards evidence-based practice was recorded, and perceptions of the knowledge translation role were generally positive. The Lead Research Occupational Therapist moved from the periphery to the centre of the evidence based practice social network. Improved awareness of other clinicians deploying evidence based practice was observed, and the frequency of interaction between clinicians increased. The role has met all key performance indicators, across the academic, research production and cultural domains.ConclusionsThe shift in focus of this role from research to knowledge translation has produced tangible outcomes for the occupational therapy workforce. These achievements have had a positive impact on the sustainability of the role, which will be continued for at least another two years. An ongoing challenge is to directly measure the impact of this role on outcomes for people with mental illness and their carers.

Community participation in quality assurance in secondary school management

PurposeThis study aims to determine the extent school-based management committee (SBMC) participates in enhancing quality assurance in secondary school management in Enugu state, Nigeria.Design/methodology/approachA total of 1,305 people participated in the study, which included a sample of 843 comprising 281 principals in all the public secondary schools, 281 community representatives and 281 Parent Teachers Association (PTA) representatives were randomly selected form Enugu State, Nigeria. There were 17 local government areas in Enugu State where those public schools were located; a 29-item questionnaire was used as the instrument for data collection. In addition, the questionnaire was developed using simple English words to facilitate their understanding. Mean and standard deviation were used to answer the research questions, while analysis of variance was used to test the hypotheses.FindingsThe findings showed that SBMC enhanced quality assurance in public secondary schools in Enugu State to a low extent. The government should therefore educate the principals on the role of the SBMC to ensure quality in public secondary schools in Enugu State, Nigeria.Research limitations/implicationsIt was challenging for the researchers to help the principals understand the rationale and significance of the study. Thus, the researchers spent a great deal of time, explaining the parameters and goals of the study. Another limitation was that additional data from interview and focus group could have added more useful information. Therefore, future researchers should try as much as possible to add focus group discussion and interview in studies similar to this one.Practical implicationsThe finding that there are major problems militating against the operation of the SBMC in public secondary schools in Enugu State Nigeria implies that if proper policy is not made to ease the implementation of SBMC, it would be difficult to maintain quality assurance in the secondary schools. In addition, the findings show indication that educational counseling is lacking in the secondary schools in Enugu state, especially on the part of principals, and PTA. Therefore, there is need for the government to make quality assurance counseling available for principal and PTA to ensure quality assurance.Originality/valueThe researchers originated that SBMC enhances quality assurance in public secondary schools.

Academics’ participation in quality assurance: does it reflect ownership?

Academics’ support for quality assurance (QA) depends on several factors, including their sense of ownership, which seems to be influenced by academics’ participation in QA’s implementation. This paper aims to understand whether this participation is indeed contributing to academics’ ownership of QA. Findings from a survey of Portuguese academics’ on their participation in study programmes accreditation suggests that this may not be the case. Academics present a partial withdrawal towards effective participation in study programmes’ accreditation, especially regarding external assessment. Furthermore, they do not seem willing to enhance this participation nor are they very critical about it. Since academics’ sense of ownership is essential for the successful implementation of QA, these results may represent a challenge for both institutions and QA agencies.

Teacher’s Participation in Quality Assurance in Private and Public Secondary Schools in Uyo Local Education Committee, Akwa Ibom State, Nigeria: Administrators’ Perspective

Teacher’s Participation in Quality Assurance in Private and Public Secondary Schools in Uyo Local Education Committee, Akwa Ibom State, Nigeria: Administrators’ Perspective

International Participation in Quality Assurance within the European Higher Education Area

International Participation in Quality Assurance within the European Higher Education Area

Personnel Participation in Educational Quality Assurance of International Aviation College Nakhon Phanom University

The study of Personnel Participation in Educational Quality Assurance of International Aviation College Nakhon Phanom University aims to study and examine: (1) Level of Personnel Participation in the Quality Assurance of the International Aviation College and, (2) the Relationship between Psychological Characteristic Factor and Working Environmental Factor of Personnel Participation in Educational Quality Assurance of International Aviation College. This research is the Quantitative Research, summarized and critiqued by Focus Group. Instrument used to collect data is Questionnaire. Research Population is Executive Instructor Administrators and supportive personnel of International Aviation College including relevant personnel of Nakhon Phanom University in the total of 101 people and the specific selected sample group of 40 people. The statistics used in data analysis including Frequency, Percentage, Means, Standard Deviation and Pearson’s producted moment Correlation. Level of Personnel Participation, the results showed that the overall of Psychological Characteristics Independent Variable Factor is at high level. When consider in each aspect found that all factors are in high level of characteristics by the following categories: Attitudes toward Participation in Educational Quality Assurance, Personnel Mental Health, Working Motivation, and Attitudes toward the Educational Quality Assurance. Work Environmental Factors, in overall are at the high level. When consider in each factor, found that each factor is in high level by the following categories respectively: Training aspect, Organizational Atmosphere aspect, Communication aspect, and the Supporting from Administrators aspect. However, Dependent Variables in Participation in Educational Quality Assurance, in overall are in high level. When consider in each aspect, found that all aspects are in high level by the following categories: Inspection aspect, Planning and System Adjustment and Correction and the Process aspect that responded to the focus group conclusion that referred to the Educational Quality Assurance level. However, despite of the Support from Administrators aspect and Process are at high level, but personnel’s opinions are lower than other aspects. Relationships between Participation in Educational Quality Assurance, the results found that all Independent Variables are in high relationships. Thus, for Psychological Characteristic factor, found that all Empirical Variables are correlated in the statistical significant level of 0.01, most of which are correlated at high level. Work Environmental Factors, found that all Empirical Variables are correlated in the statistical significant level of 0.01 and mostly are correlated from low to high level. The Participation in Educational Quality Assurance Factor, found that all Empirical Variables are correlated in the statistical significant level of 0.01 and mostly are correlated in the moderate level, which responds to the focus group conclusion, that quoted about Factors that affect Participation in Educational Quality Assurance must abided with all factors of both weakness points and strong points integration in order to achieve effectiveness. Internal and external factors of International Aviation College Personnel have no differences in Participation in Quality Assurance as in accordance with the Hypothesis.

Community participation in quality assurance (CPQA): A catalyst in enhancing quality in basic education service delivery in Nigeria

Nigeria, like most developing countries, is having challenges in reaching the Millennium Development Goals, Education for All, and national education goals within the globally agreed timeframe of 2015. While the widespread progress in enrolment is laudable due to social demand for it, there are persistent challenges of exclusion, inequalities, low completion rates, and low learning outcomes. It is within this context that this paper examines community participation in quality assurance as a catalyst for fast-track access and participation, enhancing quality and equity towards the attainment of Education for All (EFA) and Millennium Development Goals (MDGs) in the Nigerian education sector. A descriptive survey study conducted through the use of a developed instrument on the expected role of community members in assuring qualitative education service delivery in the basic education sector, tagged “Community Participation in Quality Assurance Instrument,”. A stratified random sampling technique was used to sample the opinions of 150 school managers (both principals and headteachers) and 150 classroom teachers, totaling 300 respondents. The instrument was validated, and a reliability test was carried out using test-retest and found reliable at .85 reliability coefficient. Findings revealed that there is no significant difference in the perception of all the respondents towards community participation in quality assurance at the basic education level. The implications of the study as a catalyst for fast-tracking access, participation, and enhancing quality and equity towards the attainment of the EFA and MDGs were also stressed.

Development and oversight of ethical health promotion quality assurance and evaluation activities involving human participants.

This paper considers the role of ethics and ethics review processes in the development of health promotion quality assurance and evaluation activities involving human participants. The Australian National Health and Medical Research Council (NHMRC) National Statement on Ethical Conduct in Human Research and associated documents provide the framework for the ethical conduct and independent review of research (including quality assurance and evaluation) involving humans in Australia. Identifying the level of risk to which participants may be exposed by participation in quality assurance and evaluation activities is essential for health promotion workers undertaking such activities. Organisations can establish processes other than review by a Human Research Ethics Committee for negligible and low risk research activities. Health promotion quality assurance and evaluation activities often involve negligible and low risk to participants. Seven triggers that indicate the need for ethics review of quality assurance and evaluation activities and a procedural checklist for developing ethical quality assurance and evaluation activities are provided. Health promotion workers should be familiar with the NHMRC's National Statement on Ethical Conduct in Human Research. When ethical considerations underpin the planning and conduct of all quality assurance and evaluation from the very beginning, the activity is the better for it, independent 'ethics approval' can mostly be secured without much trouble and workers' frustration levels are reduced. So what? Health promotion quality assurance and evaluation activities must be ethically justified. Health promotion workers should be familiar with the NHMRC's National Statement on Ethical Conduct in Human Research and should use it when developing health promotion quality assurance and evaluation activities.

Harmonised Principles for Public Participation in Quality Assurance of Integrated Water Resources Modelling

The main purpose of public participation in integrated water resources modelling is to improve decision-making by ensuring that decisions are soundly based on shared knowledge, experience and scientific evidence. The present paper describes stakeholder involvement in the modelling process. The point of departure is the guidelines for quality assurance for ‘scientific‘ water resources modelling developed under the EU research project HarmoniQuA, which has developed a computer based Modelling Support Tool (MoST) to provide a user-friendly guidance and a quality assurance framework that aim for enhancing the credibility of river basin modelling. MoST prescribes interaction, which is a form of participation above consultation but below engagement of stakeholders and the public in the early phases of the modelling cycle and under review tasks throughout the process. MoST is a flexible tool which supports different types of users and facilitates interaction between modeller, manager and stakeholders. The perspective of using MoST for engagement of stakeholders e.g. higher level participation throughout the modelling process as part of integrated water resource management is evaluated.

The Gastroenterology Core Curriculum, Third Edition

The Gastroenterology Core Curriculum, Third Edition

Quality assurance: a system that integrates a digital dictation system with a computer data base.

One of the most challenging responsibilities for radiologists is assessment of the quality of care that they provide. Some parameters of quality, such as false-negative rate, are almost impossible to calculate with absolute precision. The issue is also complicated when one tries to determine exactly what constitutes a "discordant" interpretation. However, even when a radiologist discovers that a radiographic finding was missed, or that an inappropriate examination was done, the steps necessary to perform an analysis of the problem can be very disruptive to one's clinical focus at the moment. This suggests that a major obstacle to participation in quality assurance by radiologists is the lack of an adequate infrastructure. We have integrated our digital dictation system with a personal computer data base for tracking cases appropriate for quality assurance, thus allowing radiologists to log any examination from any dictation station in our department with minimal interruption to their clinical activities. Quality assurance and peer review are facilitated by using a personal computer for otherwise tedious aspects of information management. Radiology departments that have a convenient, department-wide method for entering cases--such as a digital dictation system--are ideal for this technique.

Quality Improvement: A Collaborative Discipline Approach

In order for a quality assurance program to achieve its goal of true quality improvement, it must function in full partnership with the entire treatment team as a collaborative discipline. It must actively contribute to the care by not only developing effective studies and reports on treatment but also must share these results in an educational, timely, relevant, and individualized manner. This article offers a number of specific methods to enhance staff involvement and participation in quality assurance and describes a series of collaborative approaches and techniques to promote their collaboration.

Motivating Medical Staff Participation in Quality Assurance: Views from a Surveyor and a Provider

Motivating Medical Staff Participation in Quality Assurance: Views from a Surveyor and a Provider