Quality Improvement basics to impact frontline critical care

A review of the evidence

1 CPD Points, 1 CEUs, 1 AMA PRA Category 1 Credits.
Providers: CPDUK, CBRN, EB Medicine

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Professor Carol Peden help_outline
Professor of Anaesthesiology at the Keck School of Medicine, USA
Lecture Summary

This talk will provide a background to quality improvement with key tools and techniques that can be used in intensive care. There will be a focus on how to make change happen, and a discussion of the rapid innovation that has had to happen in the face of COVID-19. The application of plan, do, study, act (PDSA) cycles to the COVID 19 pandemic will be mentioned. Measurement for improvement will be covered.

Target Audience

Critical Care Doctors
Experienced or advanced Critical Care Nurses

Learning Objectives:

Upon completion of this activity, you should be able to:

  • Understand the concept of the PDSA cycle and how to apply it in ICU
  • Understand what a “run chart” is and why you should use them in your ICU
  • Be able to discuss at least two basic change management concepts
  • Understand the basic concept of a “driver diagram” and how it can be used to plan and manage care
  • Discuss tools to understand patient death or harm, such as structured reviews and fishbone analysis
Release Date

1 November 2020

Termination Date

31 October 2023

Accreditation

This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of EB Medicine and Continulus. EB Medicine is accredited by the ACCME to provide continuing medical education for physicians.

Credit Designation

EB Medicine designates this internet-enduring material for a maximum of 1 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Needs Assessment

The need for this educational activity was determined by surveys of the target audience and experts in the specialty. Further assessment was provided by examining the topics of recently published evidence-based medicine reviews, national clinical guidelines, and specialty society recommendations, as well as suggestions from evaluations of previous learning programs to determine practice gaps.

CME Faculty Disclosure

It is the policy of EB Medicine to ensure objectivity, balance, independence, transparency, and scientific rigor in all CME-sponsored educational activities. All faculty participating in the planning or implementation of a sponsored activity are expected to disclose to the audience any relevant financial relationships and to assist in resolving any conflict of interest that may arise from the relationship. In compliance with all ACCME Essentials, Standards, and Guidelines, all faculty for this CME activity were asked to complete a full disclosure statement. The speaker did not report any relevant financial interest or other relationship with the manufacturer(s) of any commercial product(s) discussed in this educational presentation.

Earning Credit

In order to earn CME credit, the participant must take the pre-test, watch the course, take the CME post-test, and complete the post-test evaluation.

Hardware/Software Requirements

Online learners will need a computer or web-enabled device to access the podcast, additional learning materials, and CME test.