Table 3.
Survey Results on QI Capacity Building
| Total=48 | Medical Asst (MA) N=17 |
Resident Physician N=12 |
Faculty Physician N=6 |
Physician Asst (PA) N=7 |
Other role1 N=6 |
|
|---|---|---|---|---|---|---|
| Reported hours of QI training | ||||||
| None | 19 (40%) | 7 (41%) | 6 (50%) | 1 (17%) | 3 (43%) | 2 (33%) |
| 1–4 hours | 13 (27%) | 5 (29%) | 4 (33%) | 1 (17%) | 3 (43%) | |
| 5–19 hours | 4 (8%) | 1 (6%) | 1 (17%) | 2 (33%) | ||
| 20+ hours | 11 (23%) | 3 (18%) | 2 (17%) | 3 (50%) | 1 (14%) | 2 (33%) |
| Reasons for participating in QI 2 | ||||||
| Makes a difference | 41 (85%) | 11 (65%) | 12 (100%) | 5 (83%) | 7 (100%) | 6 (100%) |
| Reduces unnecessary care | 18 (38%) | 2 (12%) | 6 (50%) | 4 (67%) | 4 (57%) | 2 (33%) |
| Improves satisfaction | 32 (67%) | 9 (53%) | 10 (83%) | 4 (67%) | 4 (57%) | 5 (83%) |
| Enjoy improvement | 20 (42%) | 3 (18%) | 7 (58%) | 4 (67%) | 3 (43%) | 3 (50%) |
| Committed to high quality | 27 (56%) | 3 (18%) | 9 (75%) | 3 (50%) | 6 (86%) | 6 (100%) |
| Improves job satisfaction | 20 (42%) | 6 (35%) | 5 (42%) | 2 (33%) | 3 (43%) | 4 (67%) |
| Reduces burnout | 30 (63%) | 12 (71%) | 8 (67%) | 3 (50%) | 4 (57%) | 3 (50%) |
| Improves team efficiency | 32 (67%) | 12 (71%) | 8 (67%) | 2 (33%) | 4 (57%) | 6 (100%) |
| Produces scholarly work | 16 (33%) | 1 (6%) | 6 (50%) | 4 (67%) | 3 (43%) | 2 (33%) |
| Barriers to Participating in QI 2 | ||||||
| Lack of training | 17 (36%) | 4 (24%) | 7 (58%) | 1 (17%) | 4 (57%) | 1 (17%) |
| Other roles prioritized (eg, teaching) | 20 (43%) | 3 (18%) | 6 (50%) | 3 (50%) | 5 (71%) | 3 (50%) |
| Lack of motivation | 6 (13%) | 4 (24%) | 1 (8%) | 1 (17%) | ||
| QI doesn’t make a difference | 3 (6%) | 2 (12%) | 1 (17%) | |||
| Patient care prioritized over QI | 25 (53%) | 3 (18%) | 9 (75%) | 5 (83%) | 6 (86%) | 2 (33%) |
| Prior QI efforts were not effective | 6 (13%) | 4 (24%) | 1 (8%) | 1 (17%) | ||
| I was not asked to participate | 11 (23%) | 4 (24%) | 4 (33%) | 2 (29%) | 1 (17%) | |
| Preferred methods of learning QI | ||||||
| Participating in a real QI project | 22 (47%) | 4 (24%) | 10 (83%) | 2 (33%) | 4 (57%) | 2 (33%) |
| Online modules | 21 (45%) | 7 (41%) | 4 (33%) | 3 (50%) | 3 (43%) | 4 (67%) |
| Lectures | 16 (34%) | 2 (12%) | 7 (58%) | 2 (33%) | 3 (43%) | 2 (33%) |
| Reading | 15 (32%) | 2 (12%) | 7 (58%) | 4 (67%) | 2 (29%) | |
| Participating in a mock QI project | 14 (30%) | 4 (24%) | 7 (58%) | 0 | 2 (29%) | 1 (17%) |
| Perception of nonphysician team members involvement 3 | ||||||
| They help develop, implement, and generate ideas for QI projects. | 19 (41%) | 6 (35%) | 9 (75%) | 0 | 2 (29%) | 3 (50%) |
| They help develop and implement QI projects. | 10 (22%) | 2 (12%) | 1 (8%) | 3 (50%) | 3 (43%) | 1 (17%) |
| They help implement QI projects | 11 (24%) | 5 (29%) | 1 (8%) | 2 (33%) | 2 (90%) | |
| They are not involved. | 6 (13%) | 4 (24%) | 0 | 1 (17%) | 0 | |
| Perception of patient and family involvement in QI 3 | ||||||
| They are not involved. | 20 (44%) | 7 (41%) | 6 (50%) | 2 (33%) | 3 (43%) | 1 (17%) |
| They provide ideas for QI projects. | 15 (33%) | 5 (29%) | 3 (50%) | 3 (43%) | ||
| They provide ideas and help implement QI projects. | 10 (22%) | 5 (29%) | 2 (17%) | 1 (14%) | 3 (50%) | |
Abbreviation: QI, quality improvement.
1
Other role includes administrators, nurses, behavioralist faculty, and pharmacist faculty. Roles were aggregated when total number was <3 to protect confidentiality.
2
Survey respondents were able to select more than one option.
3
Survey respondents were able to leave this question blank.