2021 Curriculum learning syllabus: stage 3

A

Identifies and supervises a quality improvement project, prioritising and evaluating measures and outcomes important to patients in a special interest area of anaesthetic practice

B

Explains how complexity theory applies to healthcare

C

Identifies levers and drivers and the principles of psychology underpinning change management that can be used to develop a shared purpose

D

Identifies and engages with stakeholders affected by potential change

E

Interprets the interplay between psychology, system, process and technical knowledge needed to implement change

F

Promotes a collaborative approach to delivering quality improvement utilising the principles of patient co-design when possible

G

Describes how to sustain improvement

H

Effectively evaluates the impact of a quality improvement intervention

I

Applies safety science principles and practice at individual, team, organisational and system levels

J

Uses measures of process reliability to monitor and improve safety

K

Predicts how system failures will create risks to patients

L

Uses a systems-based approach to proactively assess risk and in the investigation of safety incidents

M

Acts on national regulation and findings of national case studies in patient safety

N

Explains how organisational culture can influence failure or improvement in clinical practice

O

Analyses the strengths and weaknesses of safety interventions

P

Quantifies the effect of contextual factors on safety

Q

Addresses the limitations of the concept of ‘human error’ in incident investigations and responses

R

Mitigates against fixation error, unconscious and cognitive biases