• DOI:10.1097/ACM.0000000000001072
• Corpus ID: 6918945

Exemplary Care and Learning Sites: A Model for Achieving Continual Improvement in Care and Learning in the Clinical Setting

@article{Headrick2016ExemplaryCA,
  title={Exemplary Care and Learning Sites: A Model for Achieving Continual Improvement in Care and Learning in the Clinical Setting},
  author={Linda A. Headrick and Greg S Ogrinc and Kimberly G. Hoffman and Katherine Stevenson and Marc Shalaby and Albertine S. Beard and Karin Th{\"o}rne and Mary Thoesen Coleman and Karyn D. Baum},
  journal={Academic Medicine},
  year={2016},
  volume={91},
  pages={354 - 359}
}

• L. Headrick, G. Ogrinc, +6 authors K. Baum
• Published 24 February 2016
• Medicine
• Academic Medicine

Problem Current models of health care quality improvement do not explicitly describe the role of health professions education. The authors propose the Exemplary Care and Learning Site (ECLS) model as an approach to achieving continual improvement in care and learning in the clinical setting. Approach From 2008–2012, an iterative, interactive process was used to develop the ECLS model and its core elements—patients and families informing process changes; trainees engaging both in care and the improvement of care; leaders knowing, valuing, and practicing improvement; data transforming into useful information; and health professionals competently engaging both in care improvement and teaching about care improvement. In 2012–2013, a three-part feasibility test of the model, including a site self-assessment, an independent review of each site’s ratings, and implementation case stories, was conducted at six clinical teaching sites (in the United States and Sweden). Outcomes Site leaders reported the ECLS model provided a systematic approach toward improving patient (and population) outcomes, system performance, and professional development. Most sites found it challenging to incorporate the patients and families element. The trainee element was strong at four sites. The leadership and data elements were self-assessed as the most fully developed. The health professionals element exhibited the greatest variability across sites. Next Steps The next test of the model should be prospective, linked to clinical and educa tional outcomes, to evaluate whether it helps care delivery teams, educators, and patients and families take action to achieve better patient (and population) outcomes, system performance, and professional development.