2021 Curriculum learning syllabus: stage 1

Published: 04/02/2021

Safety and Quality Improvement

Stage learning outcomes

  • Understands and applies quality improvement methodology
  • Applies the principles of patient safety to their own clinical practice.

Key capabilities

A

Describes quality improvement theories and methodologies

B

Contrasts quantitative and qualitative analysis and the diagnostic tools used to understand the system

C

Compares audit, research and quality improvement

D

Commits to the principles of continuous quality improvement

E

Describes the common threats to patient safety in theatre and the perioperative period, and describes how these are minimised by day-to-day work routines

F

Describes the benefits of learning by sharing patient safety problems and solutions by means of critical incident reporting and improving care through morbidity or mortality reviews

G

Understands the importance of recognising and rewarding excellence in quality and safety, not simply mistakes and errors

H

Demonstrates the importance of the non-technical aspects of care such as situation awareness, task management, decision making and team working in anaesthetic practice.

I

Understands the importance of interpersonal skills, structured communication and the use of cognitive aids in managing critical emergencies, and recognises the role of simulation in rehearsal

J

Describes the benefits and limitations of technology and equipment in maintaining patient safety

K

Describes the requirements and processes for raising concerns

L

Explains and demonstrates duty of candour

M

Prescribes and administers drugs safely

Examples of evidence

Experience & logbook:
  • involvement in QI activities within Anaesthetics Department as a minimum requirement.
Supervised Learning Events (SLEs) can be used to demonstrate:
  • understanding of quality improvement methodology (A-QIPAT for relevant projects)
  • engagement with surgical safety initiatives and departmental guidelines relating to patient safety
  • learning from critical incidents
  • learning from pre-briefs and de-briefs on own and team’s performance
  • evidence of applying good non-technical skills and effective multi-disciplinary team working (e.g.ALMAT)
  • safe prescription and administration of drugs.
Personal Activities and Personal Reflections may include:
  • attendance at quality improvement training
  • involvement with local, regional or national quality improvement projects
  • submission of excellence and incident reports
  • simulation training e.g. crisis resource management, critical incident, resuscitation
  • attendance at local clinical governance/quality improvement meetings
  • self-directed learning regarding duty of candour
  • multi-source feedback.

Cross links with other domains and capabilities

  • Professional Behaviours and Communication
  • Team Working
  • all specialty-specific domains.