title: Meeting Resident Scholarly Activity Requirements Through a Longitudinal Quality Improvement Curriculum.
abstract: BACKGROUND
  Quality improvement (QI) skills are learned during residency, yet there are few reports of the scholarly activity outcomes of a QI curriculum in a primary care program.
  
  
  METHODS
  We examined whether scholarly activity can result from a longitudinal, experiential QI curriculum that involves residents, clinic staff, and faculty.
  
  
  METHODS
  The University of Pittsburgh Medical Center Shadyside Family Medicine Residency implemented a required longitudinal outpatient practice improvement rotation (LOPIR) curriculum in 2005. The rotation format includes weekly multidisciplinary work group meetings alternating with resident presentations delivered to the entire program. Residents present the results of a literature review and provide 2 interim project updates to the residency. A completed individual project is required for residency graduation, with project results presented at Residency Research Day. Scholarly activity outcomes of the curriculum were analyzed using descriptive statistics.
  
  
  RESULTS
  As of 2014, 60 residents completed 3 years of the LOPIR curriculum. All residents satisfied the 2014 Accreditation Council for Graduate Medical Education (ACGME) scholarly activity and QI requirements with a literature review presentation in postgraduate year 2, and the presentation of a completed QI project at Residency Research Day. Residents have delivered 83 local presentations, 13 state/regional presentations, and 2 national presentations. Residents received 7 awards for QI posters, as well as 3 grants totaling $21,639. The educational program required no additional curriculum time, few resources, and was acceptable to residents, faculty, and staff.
  
  
  CONCLUSIONS
  LOPIR is an effective way to meet and exceed the 2014 ACGME scholarly activity requirements for family medicine residents.
authors.forename: Madeline
authors.initials: M
authors.lastname: Simasek
authors.forename: Stephanie L
authors.initials: SL
authors.lastname: Ballard
authors.forename: Phillip
authors.initials: P
authors.lastname: Phelps
authors.forename: Rowena
authors.initials: R
authors.lastname: Pingul-Ravano
authors.forename: N Randall
authors.initials: NR
authors.lastname: Kolb
authors.forename: Alan
authors.initials: A
authors.lastname: Finkelstein
authors.forename: Jacqueline
authors.initials: J
authors.lastname: Weaver-Agostoni
authors.forename: Teiichi
authors.initials: T
authors.lastname: Takedai
mesh_terms: D003479:Curriculum / Q000639:trends*; D004503:Education, Medical, Graduate / Q000639:trends*; D004521:Educational Measurement; D005194:Family Practice / Q000193:education*; D005260:Female; D006801:Humans; D007396:Internship and Residency; D008137:Longitudinal Studies; D008297:Male; D010414:Pennsylvania; D016730:Program Development; D015397:Program Evaluation; D058996:Quality Improvement