title: The unmet need for a national surgical quality improvement curriculum: a systematic review.
abstract: BACKGROUND
  The Accreditation Council for Graduate Medical Education Next Accreditation System will require general surgery training programs to demonstrate outstanding clinical outcomes and education in quality improvement (QI). The American College of Surgeons-National Surgical Quality Improvement Project Quality In-Training Initiative reports the results of a systematic review of the literature investigating the availability of a QI curriculum.
  
  
  METHODS
  Using defined search terms, a systematic review was conducted in Embase, PubMed, and Google Scholar (January 2000-March 2013) to identify a surgical QI curriculum. Bibliographies from selected articles and other relevant materials were also hand searched. Curriculum was defined as an organized program of learning complete with content, instruction, and assessment for use in general surgical residency programs. Two independent observers graded surgical articles on quality of curriculum presented.
  
  
  RESULTS
  Overall, 50 of 1155 references had information regarding QI in graduate medical education. Most (n = 24, 48%) described QI education efforts in nonsurgical fields. A total of 31 curricular blueprints were identified; 6 (19.4%) were specific to surgery. Targeted learners were most often post graduate year-2 residents (29.0%); only 6 curricula (19.4%) outlined a course for all residents within their respective programs. Plan, Do, Study, Act (n = 10, 32.3%), and Root Cause Analysis (n = 5, 16.1%) were the most common QI content presented, the majority of instruction was via lecture/didactics (n = 26, 83.9%), and only 7 (22.6%) curricula used validated tool kits for assessment.
  
  
  CONCLUSIONS
  Elements of QI curriculum for surgical education exist; however, comprehensive content is lacking. The American College of Surgeons-National Surgical Quality Improvement Project Quality In-Training Initiative will build on the high-quality components identified in our review and develop data-centered QI content to generate a comprehensive national QI curriculum for use in graduate surgical education.
authors.affiliation: Department of Surgery, Emory University School of Medicine, Atlanta, Georgia.
authors.forename: Rachel L
authors.initials: RL
authors.lastname: Medbery
authors.affiliation: Department of Surgery, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania.
authors.forename: Morgan M
authors.initials: MM
authors.lastname: Sellers
authors.affiliation: Division of Research and Optimal Patient Care, American College of Surgeons, Chicago, Illinois.
authors.forename: Clifford Y
authors.initials: CY
authors.lastname: Ko
authors.affiliation: Department of Surgery, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania. Electronic address: rachel.kelz@uphs.upenn.edu.
authors.forename: Rachel R
authors.initials: RR
authors.lastname: Kelz
mesh_terms: D003479:Curriculum / Q000592:standards*; D004503:Education, Medical, Graduate / Q000592:standards*; D013502:General Surgery / Q000193:education*; D006801:Humans; D020380:Needs Assessment; D058996:Quality Improvement
keywords: Patient Care; Practice-Based Learning and Improvement; Systems-Based Practice; curriculum; graduate medical education; quality improvement; surgical education