In this course, we’ll discuss several reasons why organizations should strive to incorporate trainees (medical residents and fellows) in quality and safety work. You will hear from faculty and residents about why this effort is so important — and how it can enhance the overall quality and safety of health care delivery.

GME 202: A Guide to the Clinical Learning Environment Review (CLER) Program

This course will introduce you to the Accreditation Council for Graduate Medical Education (ACGME) Clinical Learning Environment Review (CLER) program. We’ll describe how CLER works, and demonstrate how different organizations are responding to the call for better learning environments in graduate medical education.

This course will help you become more prepared to take part in a CLER site visit and to engage trainees (medical residents and fellows) in your institution’s work in quality improvement and patient safety.

GME 203: The Faculty Role: Understanding & Modeling Fundamentals of Quality & Safety

Just because you agree that quality and safety are priorities doesn’t mean you will feel well prepared to lead the charge in these complex areas. You may be at the very beginning of your own journey toward becoming proficient in quality improvement and patient safety (QI/PS) — and that’s okay.

In this course, you’ll gain a better understanding of your current knowledge of QI/PS, and then have the opportunity to expand your knowledge where it may be lacking. Even if you haven’t received formal training in these areas, we’ll show you that teaching QI/PS skills to the next generation relies on faculty like you.

GME 204: The Role of Didactic Learning in Quality Improvement

In this course, we’ll discuss how to create a didactic curriculum on quality improvement and patient safety. We’ll provide some examples of organizations that have been successful in this endeavor, along with a planning checklist any institution can use. We’ll also highlight some organizations that are successfully integrating didactic sessions with experiential training — a topic we’ll discuss further in the next course in this series, GME 5: A Roadmap for Facilitating Experiential Learning in Quality Improvement.

GME 205: A Roadmap for Facilitating Experiential Learning in Quality Improvement

In this course, we’ll provide a roadmap that will help you engage trainees in learning about quality and safety at the point of care. We’ll cover three different models of experiential learning within an adaptable framework. Based on your setting, role, and evolving comfort with quality improvement and patient safety (QI/PS) concepts and tools, you'll choose the best approach for you.

GME 206: Aligning Graduate Medical Education with Organizational Quality & Safety Goals

In this course, we’ll present innovative strategies that training programs around the country are using to engage residents in institution-wide quality improvement and patient safety (QI/PS) efforts. This toolbox of change ideas will help you or your institution’s quality leaders build successful collaborations between existing QI/PS infrastructures and graduate medical education (GME) programs.

GME 207: Faculty Advisor Guide to the IHI Open School Quality Improvement Practicum

Are you ready to see your students and residents put their improvement knowledge into action? Our unique offering, the IHI Open School Quality Improvement Practicum, that helps new improvers through the process of setting up and conducting a real-world quality improvement (QI) project — but they can’t do it without you.

For your trainees, we’ve created a six-lesson course, QI 201: Guide to the IHI Open School Quality Improvement Practicum, that takes them step by step through a health care improvement project. For you, we’ve created this companion guide.

In this one-lesson course, you’ll receive all the knowledge and tools you need to be a Faculty Advisor for the IHI Open School Practicum. With your help, students and residents can use the Practicum to improve the quality of patient care.