The document describes a curriculum at The Ohio State University College of Medicine called the Lead Serve Inspire Curriculum (LSI) which aims to develop competency in healthcare quality improvement and patient safety. It consists of three parts, with Part 1 focusing on clinical foundations, Part 2 on clinical applications, and Part 3 containing the Health Systems, Informatics, and Quality (HSIQ) project. The HSIQ project is a longitudinal experience where students work in groups on value-creation projects around cost-conscious care, patient experience, and identifying systems failures. They apply a process improvement methodology to propose, implement, and measure interventions. The document discusses lessons learned and challenges in engaging students and assessing competency in quality improvement and patient

1. Last But Not Least: EPA 13 - Entrusting the Clinicians of Tomorrow
To Improve Healthcare Today v2.0
Iahn Gonsenhauser MD, MBA12; Amber Clevenger5; Allison Heacock MD12; Nicholas Kman MD13; Kimberly Tartaglia MD12; Cynthia Ledford MD12; John Davis MD12; Susan Moffatt-Bruce MD PhD14
1The Ohio State University Wexner Medical Center; 2The OSU College of Medicine Dept of Internal Medicine; 3The OSU COM Dept of Emergency Medicine; 4The OSU COM Dept of Surgery; 5The OSU COM
Lessons Learned:
• The Lead Serve Inspire Curriculum (LSI) at OSU is a 3 part
curriculum:
• Part 1: Clinical Foundations (Years 1&2)
• Part 2: Clinical Applications (Year 3)
• Part 3: Advanced Clinical Management (Year 4)
• The Health Systems, Informatics, and Quality Project (HSIQ) is
a longitudinal experience designed to create competency in the
delivery of safe, timely, effective, efficient, equitable and patient-
centered care as defined by the Institute of Medicine (IOM).
• HSIQ specifically develops competency in the application of
DMAIC (Define, Measure, Analyze, Implement and Control)
process improvement methodology to create meaningful
healthcare improvement.
• HSIQ consists of group didactics in addition to immersive
student led value-creation projects.
• Project themes are:
• Cost-conscious Care/High-Value Care
• Improving the Patient Experience/Patient Satisfaction
• Students are grouped based on their specialty of choice and
identify system failures leading to decreased value in care
delivery.
EPA 13: Identify system failures and contribute to a culture of safety and
improvement
Program Structure:
• Generation of problem statements
• Creating viable plans for data collection,
• Selecting applicable QI methods
• Creating viable interventions
• Identifying potential failures of the proposed intervention
Students complete their projects by measuring the effect of change,
creating a poster presentation in A3 format and presenting at a local
conference. Session-specific templates guide student led groups
through the specific activities required to produce the required
products for the project. Faculty coaches serve as mentors for
student groups.
Specific Skills/Mastery
Our Approach:
• Overall, this year, many students have had positive comments
about course organization, rubrics and practical experience.
• Quality Improvement; High Value Care and Patient Safety are
still regarded as ‘non-clinical’ and ‘secondary’ by many current
medical students.
• Engaged students are remarkably insightful in identification of
systems-level problems within the health-systems that they
experience.
• Assessing true competence in identifying systems issues is fairly
straightforward; however, assessing competence in ‘contributing
to a culture of safety’ is very challenging.
Our Most Pressing Questions:
• What are some best practices for encouraging ‘extracurricular’
elements of medical education to be considered with the same
emphasis as basic science and clinical knowledge by medical
students?
• How are programs currently meeting these competencies and
milestones?
• How do we assess students in these skills?
HSIQ in LSI
Part 3