title: Instituting systems-based practice and practice-based learning and improvement: a curriculum of inquiry.
abstract: BACKGROUND
  The Accreditation Council for Graduate Medical Education (ACGME) requires that training programs integrate system-based practice (SBP) and practice-based learning and improvement (PBLI) into internal medicine residency curricula. CONTEXT AND SETTING: We instituted a seminar series and year-long-mentored curriculum designed to engage internal medicine residents in these competencies.
  
  
  METHODS
  Residents participate in a seminar series that includes assigned reading and structured discussion with faculty who assist in the development of quality improvement or research projects. Residents pursue projects over the remainder of the year. Monthly works in progress meetings, protected time for inquiry, and continued faculty mentorship guide the residents in their project development. Trainees present their work at hospital-wide grand rounds at the end of the academic year. We performed a survey of residents to assess their self-reported knowledge, attitudes and skills in SBP and PBLI. In addition, blinded faculty scored projects for appropriateness, impact, and feasibility.
  
  
  RESULTS
  We measured resident self-reported knowledge, attitudes, and skills at the end of the academic year. We found evidence that participants improved their understanding of the context in which they were practicing, and that their ability to engage in quality improvement projects increased. Blinded faculty reviewers favorably ranked the projects' feasibility, impact, and appropriateness. The 'Curriculum of Inquiry' generated 11 quality improvement and research projects during the study period. Barriers to the ongoing work include a limited supply of mentors and delays due to Institutional Review Board approval. Hospital leadership recognizes the importance of the curriculum, and our accreditation manager now cites our ongoing work.
  
  
  CONCLUSIONS
  A structured residency-based curriculum facilitates resident demonstration of SBP and practice-based learning and improvement. Residents gain knowledge and skills though this enterprise and hospitals gain access to trainees who help to solve ongoing problems and meet accreditation requirements.
authors.affiliation: Division of General Internal Medicine, Department of Medicine, University of Washington, Seattle, WA, USA. Andrew.wilper@va.gov
authors.forename: Andrew P
authors.initials: AP
authors.lastname: Wilper
authors.forename: Curtis Scott
authors.initials: CS
authors.lastname: Smith
authors.forename: William
authors.initials: W
authors.lastname: Weppner
mesh_terms: D002983:Clinical Competence; D003479:Curriculum; D004503:Education, Medical, Graduate; D006801:Humans; D007388:Internal Medicine / Q000193:education; D008505:Medical Staff, Hospital / Q000193:education*; D008611:Mentors; D018794:Problem-Based Learning; D016730:Program Development; D018511:Systems Integration
keywords: competencies; graduate medical education; longitudinal curriculum
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