aspireaspire advancing safety for patients in residency education may 10 - may 13, 2016 ottawa,...

ASPIREAdvancing Safety for Patients in Residency Education

May 10 - May 13, 2016Ottawa, Ontario

Tuesday May 10

Wednesday May 11

Thursday May 12

Friday May 13

0800- 0830Registration/

Breakfast

0730- 0800Breakfast

0730- 0800Breakfast

0730- 0800 Breakfast

0830- 0900Introductions and

icebreaker

0800-0845Home groups


0800-1000Presenting your

ASPIRE curriculum proposals

0900- 0930At the crossroads: Integrating patient safety and QI into medical education

0845-1030Patient engagement in teaching patient

safety and QI (Patient-Centered Communication)

0845-1015Individual and

systems factors0930-1030Instructional design/

ASPIRE curriculum proposal

1030-1045Break

1030-1045Break

1015-1030Break

1000-1015Break

1045-1215Culture of patient

safety

1045-1215Handovers

1030-1200Resource

stewardship

1015-1130Closing Keynote: How

to lead educational change

1130-1230Closing remarks and program evaluation

1215-1300Networking lunch



1230 Lunch available

1300-1430Recognizing and

responding to patient safety incidents

(PSIs)

1300-1500QI Part I & II

(Principles and curricula)

1300-1430 Teamwork

1430-1445Break

1500-1515Break

1430-1445Break

1445-1600Analyzing and

designing systems to address and prevent

PSIs

1515-1615QI Part III

(Ethics & project supervision)

1445-1600Implementing your

educational plan



1600-1700Home groups1830-2100

Dinner & Keynote Speaker

2016 ASPIRE Program At-a-Glance

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8:00 - 8:30 Registration/Breakfast

8:30 - 9:00 Introductions and icebreaker

0900 - 0930 At the crossroads: Integrating patient safety and QI into medical education Brian Wong & Andrea Pisesky

Session OutlineThis opening session explores the overlap between patient safety, quality improvement, resource stewardship, and medical education. There will be a specific focus on how these concepts have been integrated into the new CanMEDS 2015 framework.

Two unique perspectives will be presented on this topic— the faculty perspective as well as the resident perspective.

Learning Objectives1. Reflect on the overlap between patient

safety, quality improvement, resource stewardship, and medical education

2. Describe how patient safety, quality improvement and resource stewardship have been integrated into the CanMEDS 2015 framework

3. Enact their leadership as faculty and residents to integrate patient safety, quality improvement and/or resource stewardship into medical education

0930 - 1030 Instructional design/ASPIRE curriculum planBrian Wong

Session OutlineThis session introduces participants to the stages of curriculum design and development, starting with carrying out a needs assessment, setting goals and objectives, selecting teaching approaches and modalities, learner assessment and program evaluation. Participants will use the ASPIRE curriculum planning tool to formulate their patient safety, quality improvement and/or resource stewardship curriculum plan.

Learning Objectives1. Describe the key steps to designing a

patient safety, quality improvement and/or resource stewardship curriculum

2. Design a patient safety, quality improvement and/or resource

stewardship curriculum for learners

1030 - 1045 Break

1045 - 1215 Culture of patient safetyChris Hayes, Amir Ginzburg & Gordon Wallace

Session OutlineDuring this session presenters will define the need for a safe and just culture and describe factors that promote or inhibit such a culture. Using case examples and culture tools, the group will openly discuss issues related to achieving a patient safety culture. These examples can be used to teach safety culture within the postgraduate setting.

Learning Objectives1. Describe the factors within the medical

profession that influence a patient safety culture

2. List the attributes of a safe and just culture

Day One Tuesday May 10, 2016

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3. Utilize case examples and culture tools to teach attributes of a patient safety culture

1215 - 1300 Networking lunch

1300 - 1430 Recognising and responding to patient safety incidentsAmir Ginzburg, Andrea Pisesky & Dale Nixon

Session OutlinePatients may suffer harm unexpectedly when patient safety incidents occur. Effective communication with patients by the healthcare team can restore trust and improve patient outcomes. Physicians and medical trainees involved in a patient safety incident want the ability to be honest without fear of reprisal and to learn from the event and mitigate the risk of similar events happening to others. This session will outline the life cycle of a patient safety incident, with a focus on two CanMEDS 2015 enabling competencies: the recognition and initial response to harm from healthcare delivery, and disclosure of harmful incidents to patients and families.

Learning Objectives1. Describe the obligation to disclose and

three needs of patients to be met2. Describe instructional methods to educate

on disclosure3. Demonstrate one method to evaluate

residents’ disclosure skills

1430 - 1445 Break

1445 - 1600 Analyzing and designing systems to address and prevent patient safety incidentsAmir Ginzburg & Chris Hayes

Session OutlineSystem analysis is essential to our learning from patient safety incidents and proactive management of potential risks to patient safety. This session will introduce key principles of patient safety incident analysis. Tools to engage medical learners in system analysis will be outlined.

Learning Objectives1. Outline methods to analyze healthcare

systems with a patient safety and quality improvement lens

2. Demonstrate tools you can use with residents tomorrow to analyze and design safer systems

1600 - 1700 Home groups

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0730 - 0800 Breakfast


0845 - 1030 Patient engagement in teaching patient safety and quality improvement (specifically patient-centered communication)Julien Poitras, Gordon Wallace & Dale Nixon

Session OutlineThe stories of patients and their experiences in healthcare can be powerful in teaching. This session will demonstrate the advantages of engaging patients to help teach patient safety principles, including improved communication, and the importance of empathy, shared decision making and providing cultural safety. Other roles of patient representatives in improving the delivery of care are briefly reviewed.

The instructional methods demonstrated focus on storytelling and using compelling patient stories to teach patient safety and quality improvement, including better patient-centred communication.

Learning ObjectivesBy the end of this session, participantsshould be able to:1. Describe how to better engage patients

in teaching patient safety and quality2. List at least three different resources to

support such teaching

1030 - 1045 Break

1045 - 1215 HandoversRoy Ilan & Julien Poitras

Session OutlineThis session, through interactive lecture, small group exercises, case review and debriefing, will examine handover communication from different perspectives, including the need for effective handovers and their implication for patient safety/quality of care; the evidence behind practice recommendations, including commonly promoted mnemonics; and teaching and implementation of handover strategies.

Learning Objectives1. Describe the purpose of handovers and

how they can impact patient safety2. Practice different handover communication

templates3. Use role play and feedback to teach

patient handover


More to quality improvement than meets the eye

1300 - 1500 QI Part I (Principles)David Creery, Chris Hillis & Roy Ilan

Session OutlineThe goals of the “More to Quality Improvement Than Meets the Eye” session are to outline the general quality improvement principles and methodologies and how they are applied, discuss the key considerations when engaging learners in QI projects, describe ethical issues associated with QI projects, and reflect on challenges, barriers and solutions related to QI project supervision. The instructional methods that will be demonstrated include interactive lectures, small group learning, project supervision and experiential learning.

Day TwoWednesday May 11, 2016

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Learning Objectives1. Outline the principles of QI2. Guide learners in accessing QI resources

and selecting an appropriate QI methodology

QI Part II (Curricula)David Creery, Chris Hillis & Roy Ilan Learning Objectives1. Describe current examples of curricula in

QI.2. Recognize potential barriers and ancillary

benefits to QI projects; 3. Describe potential models for selection,

optimization, governance and evaluation of QI projects.

1500 - 1515 Break

1515 - 1615 QI Part III (Ethics & project supervision)Chris Hillis

Learning Objectives1. Recognize ethical issues associated with

QI projects2. Identify challenges, barriers and potential

solutions related to the supervision of QI projects


1830 - 2100 Dinner & Keynote speaker

Dr. Tepper is a family physician and the President and Chief Executive Officer of Health Quality Ontario (HQO).

Previously, Dr. Tepper served as the first Assistant Deputy Minister (ADM) at

the Ministry of Health and Long-Term Care, Health Human Resources Strategy Division. He was also the Vice President of Education at Sunnybrook Health Sciences Centre, a senior medical officer for Health Canada, an adjunct scientist at the Institute for Clinical Evaluative Sciences (ICES), and a research consultant for the Canadian Institute of Health Information (CIHI).

Dr. Tepper has a degree in Public Policy from Duke University, a Masters of Public Health from Harvard, and an MBA from the Richard Ivey School of Business.

Teaching as leadership: the challenge of leading changeJoshua Tepper

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0845 - 1015 Individual and systems factorsDavid Creery & Lisa Calder

Session OutlineThis session will first focus on how, when, where, and why cognitive biases occur. The importance of situational awareness will be emphasized as well as systems thinking. In the second half, we will demonstrate how these concepts can readily be brought into educational exercises such as morbidity & mortality rounds and a resident patient safety curriculum.

Learning Objectives1. Describe the fundamental principles of

human and system factors, including cognitive biases and mitigation strategies to overcome the negative influence of such biases on decision making

2. Organize and modify morbity and mortality rounds to capture discussion of cognitive and system issues

3. Develop the outline of a human factor and system factor section for a resident patient safety curriculum

1015 - 1030 Break

1030 - 1200 Resource stewardshipChris Hillis & Brian Wong

Session OutlineThis session will introduce participants to the knowledge required to implement training and assessment in resource stewardship. Barriers and facilitators to implementation of resource stewardship initiatives will be discussed. The Choosing Wisely Canada campaign will be highlighted as a platform for engaging trainees in

resource stewardship. The “one-minute preceptor” and development of teaching scripts will be used to integrate instruction on resource stewardship into routine clinical care. Participants will also practice analaysis of patient data in real time as a method of teaching and assessment of resource stewardship.

Learning Objectives1. Reflect on the environment and culture

of medical training and its negative influence on developing competence in resource stewardship

2. Select instructional methods and assessment tools for resource stewardship education

3. Identify opportunities at their home institutions for integration of resource stewardship education


1300 - 1430 TeamworkDavid Creery, Chris Hayes & Lisa Calder

Session OutlineThe goals of this session are to describe the elements of effective teamwork and communications, demonstrate and apply principles of effective teamwork and communication in a simulated teaching activity, and discuss strategies for teaching teamwork and communication. The instructional methods that will be demonstrated include interactive lecture, simulation and facilitated debrief.

Learning Objectives1. Describe the characteristics of effective

teams2. Explain the relationship between effective

teamwork and improved patient care and safety

3. Identify different types of teams and the roles and responsibilities of team members

Day Three Thursday May 12, 2016

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4. Debrief a simulated teamwork scenario to provide feedback on teamwork and communication skills

5. Identify strategies to improve teamwork and communication

1430 - 1445 Break

1515 - 1600 Implementing your educational planBrian Wong & Julien Poitras

Session OutlineThis session builds on the curriculum design and development session and helps ASPIRE participants to identify key levers for educational change. Participants will work through an institutional case study, applying Kotter’s 8-step Process for Leading Change, to reflect on the critical steps needed to implement their patient safety, quality improvement and/or resource stewardship curriculum. In addition to engaging in interactive discussions, participants will also be introduced to the use of web-based audience response systems as a teaching tool.

Learning Objectives1. Describe the key change management

approaches that are relevant for patient safety, quality improvement and/or resource stewardship curriculum implementation

2. Identify and engage key institutional stakeholders that are relevant to their educational change

3. Integrate the use of audience response systems to increase learner participation in their teaching activity



0800 - 1000Presenting your ASPIRE curriculum plans

Session OutlineASPIRE participants will prepare and deliver short presentations that outline their proposed patient safety, quality improvement and/or resource stewardship curriculum plans, and offer the opportunity for others to provide feedback andsuggestions for improvement.

1000 - 1015 Break

1015 - 1130 Closing keynote: How to lead educational changeJason R. Frank

1130 - 1230Closing remarks and program evaluationBrian Wong

1230 Lunch available

Day Four Friday May 13, 2016

Director, Specialty Education, Strategy and Standards in the Office of Specialty Education at the Royal College of Physicians and Surgeons of Canada, and Director of Educational Research & Development in

the Department of Emergency Medicine, University of Ottawa

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Director, Medical Care Analytics, The Canadian Medical Protective Association (CMPA); Scientist, Ottawa Hospital Research Institute; Associate Professor, Department of Emergency Medicine, University of Ottawa. Patient safety researcher who previously focused on adverse events in the emergency department

General Internist, Chief of Quality and Medical Director, Medical Administration at Trillium Health Partners; HQO/Mississauga Halton LHIN Clinical Quality Lead and Chair, Regional Quality Table; academic affiliation: University of Toronto

LISA CALDER

AMIR GINZBURG

Faculty

Critical Care physician, Medical Director, Quality & Performance; Critical Care Response Team Director; Chair, Quality of Care Committee, St. Michael’s Hospital. Improvement Advisor and Faculty, Canadian Foundation for Healthcare Improvement. Assistant Professor, Department of Medicine; Lead Faculty, MSc. Quality Improvement and Patient Safety, IHPME, University of Toronto

CHRIS HAYES

Head of Pediatric Critical Care, and Medical Director of Patient Safety, Children’s Hospital of Eastern Ontario (CHEO); academic affiliation: University of Ottawa

DAVID CREERY

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Critical Care and Internal Medicine physician; patient safety officer, Department of Critical Care Medicine, Queen’s University; chair, Quality Improvement Committee, Department of Medicine, Queen’s University; Faculty, Master of Science in Healthcare Quality, Queen’s University

Hematologist; Medical education specialist at Choosing Wisely Canada and has completed a Masters in Quality Improvement and Patient Safety; academic affiliations: McMaster University and University of Toronto

CHRIS HILLIS

Member of Patients for Patients Safety Canada (PFPSC). Bachelor in Nursing from Memorial University of Newfoundland. Recently retired from the position of Quality and Clinical Safety leader with Eastern Health, Newfoundland

DALE NIXON

Faculty

ROY ILAN

Pediatric resident (PGY3), University of Ottawa; Patient Safety Resident Education Curricular Development committee; 2015 Resident Award for Medical Expert; 2014 Resident Award recipient for Scholar

ANDREA PISEKY

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Managing Director of Safe Medical Care for the Canadian Medical Protective Association (CMPA); recognized internationally as a leader in patient safety education with a special interest in disclosure, building a just culture of safety, and promoting quality improvement in healthcare

GORDON WALLACE

General Internist; Director of Continuing Education and Quality Improvement, Department of Medicine; Associate Director, Centre for Quality Improvement and Patient Safety, Clinician Educator with the Royal College of Physicians and Surgeons of Canada; and Medical Education Lead of Choosing Wisely Canada; academic affiliation: University of Toronto

BRIAN WONG

Vice-Dean to Social Accountability at the Faculty of Medicine of Université Laval and Emergency Physician at the affiliated hospital Hôtel-Dieu de Lévis of the CISSS de Chaudière-Appalaches

JULIEN POITRAS

aspireaspire advancing safety for patients in residency education may 10 - may 13, 2016 ottawa,...

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