Training

Patient Safety Executive Development Program

Format:

In-Person & Online

Begins:

Sep 09, 2025

Location:

Boston, MA

Duration:

7 weeks, 8 sessions

Fee:

$10,750

May 7, 2025
11:00 AM ET

Overview

All over the world, health care professionals face the critical challenge of reducing errors and ensuring patient safety. IHI’s Patient Safety Executive Development Program, now in its 21st year, provides the clarity and direction needed to achieve operational excellence and create a 'system of safety.'

The program supports health care career advancement and organizational goals for patient safety leadership. Offering a blend of virtual and in-person sessions, the Patient Safety Executive Program emphasizes peer-to-peer learning and collaboration, allowing participants to develop keen and thorough understanding through expert guidance, while building the strategic, clinical, and operational knowledge necessary to deliver safer, more reliable patient care.

Uniting the expertise of clinicians from around the world with IHI’s renowned faculty and leaders in patient safety, the Patient Safety Executive Program is dynamically structured to provide participants with exceptional value via a curriculum founded on evidence-based instruction and proven, real-world insights.

Upon completion, participants will have the tools, knowledge, and lasting professional connections to drive meaningful, system-wide improvement in patient safety across various health care settings, including acute care, ambulatory care, home care, long-term care, community care, and military settings.

Early Registration is Crucial: To ensure a seamless experience, we strongly encourage participants to confirm their attendance well in advance of the program's start date on September 9. Early registration allows for the development of tailored materials, completion of program preparation activities, and finalizing necessary logistical arrangements to ensure every attendee receives the full benefit of this comprehensive program.

“[This program] helps people understand their full responsibilities as patient safety leaders. Attendees consider it a transformational experience. They bring the inspiration back to the organization and continue to live it.”

Barbara Crawford, RN, MS
Kaiser Foundation Health Plan & Hospitals

Program Benefits & Learning Goals

IHI’s Patient Safety Executive Program offers unique access to valuable planning support, including an in-person session with additional opportunities for participants to collaborate and learn from real-world experiences with fellow attendees.

Over the course of 7 weeks and 8 sessions (7 virtual, 1 in-person), participants will gain a comprehensive understanding of how to assess their organization's culture of safety, design strategic plans, develop continuous learning systems, and implement changes to improve safety.

The Patient Safety Executive Program provides tangible benefits and outcomes that will strengthen participants' ability to:

Assess your organization and/or area of responsibility’s culture of safety

Use diagnostic tools to measure how a health system or organization integrates teamwork, negotiation, transparency, reliability, and continuous learning for safety.

Identify the most relevant data for measuring a culture of safety and determine additional data that should be captured.

Design a strategic patient safety plan tailored to your area of responsibility

Develop new systems for continuous learning, including learning from what works and what can be improved upon.

Construct safety systems that accommodate human factors and team resource management to reduce harm, errors, and patient mortality within the health system.

Implement evidence-based methodologies for system-wide improvement, tailored to the organization or the attendee’s area of responsibility, toward building a sustainable and reliable culture of safety

Generate buy-in from healthcare executives, senior leaders, or board-level leaders to help develop a strategic patient safety plan.

Apply a sustainable, systemic culture of safety — not just a collection of stand-alone safety improvement projects — to your organization/area of responsibility.

New Additions for 2025

IHI is committed to keeping our programs up to date and aligned with the latest advancements in health care and professional development. This year, we are pleased
to announce important additions to our Patient Safety Executive Program, each strategically designed to enhance and strengthen participants’ knowledge and capabilities in advancing patient safety.

Updates to the Patient Safety Executive Program for 2025 empower participants to:

Gain knowledge in healthcare governance with a new session on “Building Governance and Processes for Improvement in Patient Safety.”

Engage with newly integrated content based on the National Action Plan to Advance Patient Safety.

Personally interact with experienced faculty, and attend flexible, virtual sessions aimed at reducing cognitive overload while maximizing learning.

Who Should Attend

This Patient Safety Executive Program is intended for health care professionals whose responsibilities are to implement and maintain a patient safety program in an organization, hospital, department, or inpatient or outpatient care facility, including:

Patient Safety, Quality and Risk Officers, Leaders, Managers, Consultants

Chief Nurses, Physicians, Pharmacy Officers

Department Chairs, Safety and Quality Officers

Safety and Quality Faculty

Patient Safety Champions and Advocates

Infection Control and Medication Safety Leaders

Policy and Regulatory Leaders

Other Health Care Industry Administrators and Leaders

Program Faculty

This program is led by international experts in patient safety who have experience across the continuum of care. Many of these experts have established benchmark patient safety programs in their own organizations.

Lead Faculty

Frank Federico, Former Vice President and Senior Safety Expert, Institute for Healthcare Improvement (IHI), works in the areas of patient safety and the application of reliability principles in health care. He is faculty for the IHI Patient Safety Executive Development Program and has co-chaired a number of Patient Safety Collaboratives. Mr. Federico has authored numerous patient safety articles, co-authored a book chapter in Achieving Safe and Reliable Healthcare: Strategies and Solutions, and is an Executive Producer of "First, Do No Harm, Part 2: Taking the Lead." He coaches leaders and teams, and lectures extensively, nationally and internationally, on patient safety.

Jessica Behrhorst, MPH, CPPS, CPQH, CPHRM, Quality, Safety and HRO Consultant, Aptive Resources, works in the areas of patient safety, workforce safety, and high reliability. She is faculty for the IHI Patient Safety Executive Development Program and on Redesigning Event Review with Root Cause Analysis and Action (RCA2). Prior to Joining Aptive Resources she served as the Senior Director at the Institute for Healthcare Improvement (IHI). She has also served as the Assistant Vice President of Quality & Patient Safety at Ochsner Health System where she helped set the strategic priorities in quality and patient safety and oversaw various projects involving patient safety, performance improvement, regulatory readiness, ambulatory nursing, and quality outcomes. She has presented her work on RCA2 and Improving the Culture of Safety at various regional and national meetings. She has also worked on research projects involving reduction in Sepsis mortality and access to healthcare for underserved populations. Jessica received her bachelor’s degree from Tulane University and her Master of Public Health Degree from the Louisiana State University School of Public Health. She is a Certified Professional in Patient Safety (CPPS), a Certified Professional in Healthcare Quality (CPHQ) and a Certified Professional in Healthcare Risk Management (CPHRM).

Lauge Sokol-Hessner, MD, CPPS, is a practicing clinician, educator, researcher, innovator, and leader in patient safety & quality improvement. He’s an Associate Professor of Medicine and an attending hospitalist at the University of Washington (UW) & Harborview Medical Centers, and a Quality Improvement Mentor at the UW Medicine Center for Scholarship in Patient Care Quality and Safety. As the Associate Director for the UW Collaborative for Accountability and Improvement and a Faculty Coach for the PACT Collaborative, he helps lead national work to sustain and spread more proactive, ethical, person-centered responses after harm events. He has operational quality & safety experience as a former Senior Medical Director of Patient Safety at Beth Israel Deaconess Medical Center in Boston. As IHI Faculty, and as a former quality and safety fellowship program director and masters program course director at Harvard Medical School, he's passionate about helping develop the next generation of leaders in quality and safety, and he regularly teaches about patient safety, quality improvement, and leadership. He completed his medical degree and internal medicine residency at the University of Pennsylvania.

Guest Presenters

Carolyn L. Candiello joined GBMC HealthCare in October 2010 as Vice President for Quality and Patient Safety and serves as a member of the organization's Executive Team. A veteran of more than two decades in the healthcare industry, nearly half of that time spent in the quality, safety and patient satisfaction arena, Candiello has broad experience in performance improvement, risk management, medical staff services, patient safety and regulatory affairs. She has responsibility for leading the continuous improvement process of quality of care for patients across the GBMC HealthCare system and providing oversight for compliance and interactions with clinical regulatory agencies such as the Joint Commission and the Maryland Department of Health and Mental Hygiene. Candiello served on the Board of Examiners for the National Baldridge Performance Excellence Program. Immediately prior to joining GBMC, Candiello served as the Director, Quality and Patient Safety at Holy Family Hospital, a 271-bed acute care hospital located in Methuen, Mass. She has also held quality and safety positions with a small not-for-profit system and with the University of Massachusetts healthcare system. Candiello earned a bachelor's degree in business administration and leadership from Fitchburg State College, earning summa cum laude honors. She also holds a Masters Degree in Leadership and Management from Notre Dame of Maryland University.

Moshe Cohen, MBA, Mediator and corporate trainer in private practice, as well as Senior Lecturer with Boston University, has been teaching, mediating, coaching, writing, and speaking on the topics of negotiation, leadership, change management, influence, conflict resolution, mediation, facilitation, and communication since 1995. Mr. Cohen founded The Negotiating Table, Inc. and has worked with many companies and organizations in the Boston area, as well as nationally and internationally. He teaches negotiation and leadership in the MBA and MSMS programs at Boston University where he has been teaching since 2000. As a mediator, Mr. Cohen specializes in employment, workplace, and discrimination-related disputes. Mr. Cohen has a background in Physics from Cornell University, a Masters in Electrical Engineering from McGill University and later received an MBA from Boston University.

Richard D. Guthrie, Jr., M.D., C.P.E. is the System Chief Quality Officer. As the Chief Quality Officer, Guthrie oversees the development and implementation of strategies and programs aimed at improving patient safety and quality for the health system. Dr. Guthrie previously served as the Regional Medical Director – New Orleans from 1999-2014. As Medical Director, Guthrie oversaw the physician group and was responsible for physician recruitment, clinical program development and professional affairs. Dr. Guthrie earned his
Bachelor of Science degree from the University of New Orleans, summa cum laude, and graduated from Louisiana State University Medical School, Alpha Omega Alpha, in 1986. Dr. Guthrie received his internal medicine training, including residency and chief residency, at Alton Ochsner Medical Foundation.

Dr. David Munch has been an IHI faculty member for many years teaching in the Patient Safety Executive (PSE) program, Leading Quality Improvement, Engaging Managers in Quality (LQI) program, numerous IHI National Forums and many international IHI patient safety programs. In addition, he has helped numerous health systems over the past 12 years with their Lean quality improvement implementations. During that time, he has been an instructor for the Belmont University Lean Healthcare Certificate program and prior to that, the University of Michigan Lean Certificate program, focusing on leadership and management systems development. He served as the COO, CQO and CMO from 2000 to 2009 at Exempla Lutheran Medical Center. He has an extensive background in health system operations and clinical practice and currently sits on The Quality Committee of the Board for The Children's Hospital of Colorado.

Lara Musser, DO, is the Deputy Chief Quality Officer at Jacobi and North Central Bronx Hospital, and a practicing Emergency Medicine Physician. She completed her residency at Metropolitan/Harlem Hospital in New York City, and completed the New York City Health + Hospitals Clinical Leadership Fellowship in the Office of Quality & Safety. She is dedicated to improving systemic issues facing our current health care system.

Jo Shapiro, MD, FACS, is an associate professor of Otolaryngology-Head and Neck Surgery at Harvard Medical School. She is Senior Faculty for the Center for Medical Simulation in Boston and a Consultant for the Massachusetts General Hospital Department of Anesthesia, Pain and Critical Care. In 2008, she founded the Brigham and Women's Hospital Center for Professionalism and Peer Support where she served as the director for over 10 years. During that time the Center became a model for national and international institutions seeking methods to enhance a culture of trust and respect and improve clinician wellbeing. She continues to educate and assist organizations in developing speciﬁc programmatic and educational approaches such as peer support, professionalism initiatives, and wellbeing programs. She served as chair of the Ethics and Professionalism Committee of the American Board of Medical Specialties and has held multiple educational leadership roles including: senior associate director of Graduate Medical Education for Partners HealthCare, founding scholar of the Academy at Harvard Medical School, and president of the Society of University Otolaryngologists. She was one of BWH's ﬁrst woman division chiefs. She serves on the faculty of the Harvard Leadership Development for Physicians and Scientists. She was a faculty member of the Department of Surgery at BWH for over 35 years; her surgical expertise was in treating adults with oropharyngeal dysphagia. She was named as a ﬁnalist for the Schwartz Center Compassionate Caregiver Award. In 2019, Harvard Medical School gave her the Shirley Driscoll Dean's Award for the Enhancement of Women's Careers.

Dr. Ronald Wyatt, Vice President and Patient Safety Officer, joined MCIC Vermont in 2020 as Vice President and Patient Safety Officer. He is nationally recognized in the United States as an expert in patient safety, and several times has been named by Becker's as one of the "Top 50 Patient Safety Experts" in the US. Ron currently serves as co-chair of the Institute of Healthcare Improvement (IHI) Equity Advisory Group. He presents nationally and internationally on leadership, safety culture, safety event analysis, human factors in health care, patient experience, and health equity. He is also a member of the ACGME Clinical Learning Environment Review (CLER) committee and serves on several boards, including the IHI Certified Professional in Patient Safety and the Society to Prevent Diagnostic Error. He is a credentialed course instructor in the School of Health Professions at the University of Alabama Birmingham. Ron was the first Patient Safety Officer at the Joint Commission. In 2010, Ron was appointed Director of the Patient Safety Analysis Center in the U.S. Department of Defense (DoD), now the Defense Health Agency. Most recently, he was Chief Quality and Patient Safety Officer at Cook County Health. Ron is a graduate of the University of Alabama Birmingham School of Medicine and holds an executive master's degree in health administration from the University of Alabama Birmingham. He was a 2009-2010 Merck Fellow at IHI.

Recent Testimonials

"Participating in the IHI Patient Safety Executive Development Program has been a transformative journey, equipping me with the tools and insights to foster a culture of safety within my organization. This experience not only deepened my understanding of patient safety leadership but also connected me with a global network of passionate professionals dedicated to creating reliable, high-quality care."

“Attending the IHI Patient Safety Executive Development Program was an amazing experience! Learning from industry leaders was invaluable, and it has greatly influenced my career in healthcare. Grateful for the opportunity.”

“This program was truly exceptional. The content was comprehensive, providing a deep understanding of crucial concepts. The instructors demonstrated expertise, fostering an engaging and interactive learning environment.”

“The Patient Safety Executive Development Program has the potential of improving patient safety practices of organizations. Equally important, it can also alter the organizational culture from one focused on just outcomes to one focused on other important elements like psychological safety and employee well being . This can ensure that whatever positive gains being achieved by the organization will be owned and shared by each and every member of the organization. This will open them up to whatever change need to be executed since they will have developed trust, knowing that their interests and values are aligned with that of the organization. These learnings are achieved in the program in an enjoyable and interactive manner. We are encouraged to participate in an environment where all our ideas are acceptable and worth discussing. Sharing of our institutional weaknesses are also encouraged without being judged, making you feel that everyone there understands your plight and willing to help out.”

“I started the course with little confidence in what I thought to be the best practice in patient safety and graduated with confidence that I know my product and now I can sell it.”

“This is a must attend for those working in patient safety and for leaders needing to enhance their understanding of IHI's patient safety principles and model for improvement.”

Join an Informational Call:

Register now for the May 7th informational call with faculty and staff from the IHI Patient Safety Executive Development Program. Get an inside view of this executive-level program. Ask questions, get answers, and prepare for the upcoming sessions.

May 7, 2025
11:00 AM ET

Take the next step! Sign up here.

Making the Case: Download the 2025 Justification Letter template to provide high-level information on the PSE program to your leadership.

Session Agenda

Download agenda information for the 2025 Patient Safety Executive Professional Development Program.

Continuing Education

In support of improving patient care, the Institute for Healthcare Improvement is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Continuing Education credit totals for the 2025 program are being finalized.

Planning Committee:

Frank Federico, Former Vice President, IHI & Senior Safety Expert
Jessica Behrhorst, MPH, CPPS, CPQH, CPHRM, Faculty and Former Senior Project Director, IHI
Lauge Sokol-Hessner, MD, CPPS, Clinical Associate Professor of Medicine, University of Washington and Harborview Medical Centers
Britney Pierre, RN, MAS, BSN, Senior Project Manager, IHI
Katherine Rowbotham, MA, Director of Accreditation, IHI

Disclosure: None of the planners, presenters, or staff for this educational activity have relevant financial relationship(s) to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.

To be eligible for a continuing education certificate, attendees must complete the online evaluation within 30 days of the continuing education activity. After this period, you will be unable to receive a certificate.

Continuing education credits will not be awarded for non-educational activities, including (but not limited to) meals, breaks, and receptions.

Fees

Regular Price: $10,750 USD

Groups of 3 or more: $9,137.50 USD

GSA Pricing For US Government

IHI offers GSA pricing for US government employees to enroll in this educational program. For more information and pricing, see IHI's GSA schedule.

Scholarships

IHI is pleased to offer a limited number of 15%, 25%, and 50% scholarships to assist with program registration costs for those working in:

Independent, United States Federally Qualified Health Centers (FQHCs) that are not affiliated with a hospital or health system
Critical Access Hospitals
Independent practices with fewer than 20 physicians
Hospitals with fewer than 50 beds
Members of America's Essential Hospitals
501(c)(3) organization with a defined operating budget of less than $5 million, serving community-based populations
Ministries of Health
Faith-based health institutions
Skilled Nursing Facilities

All Scholarships are reviewed on an individual basis. If multiple individuals from the same organization wish to apply for a scholarship, each individual must submit an application. Group discounts are also available, see information above.

To apply for a scholarship, please complete the online Scholarship Application by Friday, August 8, 2025. IHI will notify all applicants of their scholarship status by Friday, August 15, 2025.

To ensure equal distribution of funds, all scholarship applications are reviewed using the same scoring criteria. All awarded amounts are final.

Please note, scholarships are available for program registration costs only, and do not cover travel, food, or accommodation costs associated with attending a program.

IHI may, at its discretion, cancel, postpone, or otherwise modify in-person programs at any time, with or without notice. If IHI does so and as a result, a registrant is unable to participate in the program, IHI will refund the registration fee. The registrant, however, will remain responsible for other costs (such as travel and lodging) the registrant incurs in connection with the program, and IHI will not refund the registrant, nor otherwise be responsible for, such costs. Registrants should proceed accordingly and consider travel/lodging cancellation policies — as well as purchasing travel insurance — when incurring such costs.

Logistics

Location

Institute for Healthcare Improvement
53 State Street
18th Floor
Boston, MA 02109
United States

Recommended Hotels

Download a list of recommended hotels and discounts for the Patient Safety Executive Program.

IHI Open School Single-Course Purchases

Read more about IHI Open School Single-Course Purchases

IHI Open School Single-Course Purchases

The IHI Open School curriculum is a great way to engage with foundational content in quality, safety, and quality improvement. With our new collection of single-course purchases, learners can take our most popular courses from the original Open School catalog (not including the 13 courses in the Basic Certificate in Quality and Safety) as well as new, exclusive courses—no subscription required.

Flexibility for Your Learning Journey

Whether you're a user of the student IHI Open School, an experienced Full Access Subscriber looking for new opportunities to study higher level concepts, or trying out the IHI Open School for the first time, our single-course purchases are designed to augment your learning journey and provide the flexibility to learn your way.

Earn Continuing Education Credits

IHI Open School single-course purchases are offered with the option to earn Continuing Education credits in medicine, nursing, social work, and pharmacy. Select courses can be purchased with earnable credits for $20 or without credits for $10*.

Review each course's description for full credit information and click here to learn more about Continuing Education credits.

How to Purchase

1. Click the expand icon (+) on the course you would like to purchase.
2. Choose the version of the course with Continuing Education credits or without Continuing Education credits and click on the appropriate link.
3. Complete the registration and payment process. An order confirmation email and welcome email will be sent to you. Make sure to monitor your spam folder for the emails.
4. Follow the instructions on your welcome email to access the course in the IHI Education Platform.

Important note: if you are a paid Full Access Subscriber or Patient Safety Catalog Subscriber, some of these courses may already be included in your subscription.

For help, go to: ihi.org/help

*The non-CE offering of Decarbonizing Care 101: Climate and Health is available for free until October 1, 2025, thanks to support from the Commonwealth Fund.

Available Single-Course Purchases

Contextualizing Care 101: Contextualizing Care for the Clinician

Purchasing Options

Overview

Contextualizing care, a clinical competency, is the process of adapting care to the circumstances and behavior of individual patients. The failure to do so, when it results in a suboptimal plan of care, is a contextual error. Contextual errors, which are common and often overlooked, adversely affect health care outcomes, and they contribute to overuse and misuse of medical services.

Through a series of five modules, you will acquire the knowledge, skills, and insight to systematically contextualize care during the medical encounter. You will also learn about the research evidence that contextualizing care has a measurable impact on patient outcomes and costs, and that clinicians improve with the instruction and feedback you will receive here. Finally, the course concludes by exploring the interpersonal dimensions of clinicians that facilitate contextualization of care.

In Module 1, you will learn how to apply the four-step framework for contextualizing care during a clinical encounter.

In Module 2, you will learn how research on contextualization of care is conducted and what it’s shown.

In Module 3, you will practice applying contextualization of care strategies to simulated cases.

In Module 4, you will learn to apply contextualization of care skills to mitigate effects of social determinants of health on adverse patient outcomes.

In Module 5, you will explore through self-reflection the personal characteristics of the clinician that facilitate contextualization of care.

Modules

Module 1: Basic Concepts

Module 2: The Research Evidence for Contextualizing Care

Module 3: Basic Skills Building and Assessment

Module 4: Applying Skills to Mitigate Social Determinants of Health

Module 5: Interpersonal qualities of clinicians who contextualize care

Course Objectives

After completing this course, you will be able to:

Describe key terms and concepts essential to contextualizing care during a clinical encounter.
Apply key terms and concepts to clinical scenarios to contextualize care and avoid contextual errors.
Summarize research evidence on the impact of contextual errors and interventions to prevent them on health care service utilization and patient outcomes.
Characterize both the opportunities and limits of contextualized care planning to mitigate the adverse effects of social risk factors during the clinical encounter.
Theorize about the interpersonal qualities of clinicians who contextualize care.

Continuing Education

The Institute for Healthcare Improvement designates this internet enduring activity for a maximum of 3 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. This activity may also be applicable for other professions that accept AMA PRA Category 1 Credits™.

This activity is approved to award 3 credit(s) toward Certified Professional in Patient Safety (CPPS) recertification.

Planning Committee

Saul Weiner, MD, Professor of Medicine, Pediatrics, and Medical Education, University of Illinois at Chicago.

Decarbonizing Care 101: Climate and Health

Purchase Options

The non-CE option of this course is available for free until October 1, 2025, thanks to support from the Commonwealth Fund.

Overview

Climate change is the greatest global threat to human health and health care is contributing to this crisis. Although health care provides necessary clinical care delivery for individuals affected by climate change, the sector also contributes to the problem causing as much as 4.6% of the total greenhouse gas emissions worldwide. In this course, you will gain a foundational education on the relationship between climate change, health care, and human health, which will enable you to further engage with decarbonizing clinical care delivery, while ensuring that safe and quality patient care is provided.

In Lesson 1, you’ll learn the relationship between climate change and human health and review the critical drivers of climate change, the health risks and vulnerabilities it poses, and the concepts of climate mitigation and adaptation.

In Lesson 2, you’ll learn about the healthcare sector’s contribution to climate change, the six key domains of action to decarbonize hospitals, and suggested measures and interventions to reduce greenhouse gas emissions along these domains.

In Lesson 3, you’ll learn the structural enablers needed to bolster health care systems efforts to accelerate climate action and explore how the role of institutional policies, leadership, and healthcare professionals in mobilizing decarbonization across the health care sector.

Lessons

Lesson 1: Understanding Climate Change and Human Health
Lesson 2: Health Care Sector and Climate Change: A Paradox
Lesson 3: Being the Change: How Health Care Can Combat the Climate Crisis

Course Objectives

After completing this course, you’ll be able to:

Summarize the relationship between climate and health
Describe the distribution of greenhouse gas emissions in health care
Identify the six domains of decarbonization action
Explain the structural enablers and systematic shifts needed in clinical practice to support decarbonizing care delivery

Continuing Education

This program is approved to provide 1.75 credits for physicians, nurses, and Certified Professional in Patient Safety (CPPS) recertification.

The Institute for Healthcare Improvement designates this internet enduring activity for a maximum of 1.75 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. This activity may also be applicable for other professions that accept AMA PRA Category 1 Credits™.

As a result of this program, attendees will be able to:

Describe the relationship between the climate crisis and human health, and the contribution of the health care sector to a changing climate.
Assess the environmental impacts of anesthetic gases, inhalers, and medical supplies and devices.
Describe measures and actions to track and reduce emissions stemming from clinical practice.
Use QI tools and methods to implement environmental sustainability projects at your own institutions.

Planning Committee

Bhargavi Chekuri, MD, Co-director, Diploma in Climate Medicine and Co-director, Climate & Health Science Policy Fellowship, University of Colorado School of Medicine
Katharine Weber, MD, Attending Physician, Rochester Regional Health
Johannah Bjorgaard, DNPc, RN, PHN, CSSBB, Director, Energy Audit, University of Minnesota, M Health Fairview
Bhargavi Sampath, MPH, Director, Innovation, IHI
Kate Feske-Kirby, MA, Research Associate, IHI
Kara Andrew, Co-Lead, Education Content Design and Development, IHI
Melissa Smart, Instructional Designer, IHI

Dental Quality Alliance 101: Improving Dental Care with the Model for Improvement

Purchase Options

Overview

A cultural shift is taking place in dentistry, which is putting greater emphasis on measurement for improvement. In this unique Open School online course developed in close partnership with the Dental Quality Alliance (DQA) — you’ll learn how to use quantitative and qualitative feedback to evaluate the quality of services in your practice, both clinical and operational, and use that feedback to drive toward meaningful change for you and your patients. Through a series of five short modules, you’ll learn how to use the Model for Improvement to improve processes, procedures, and outcomes within your clinic. Through this interactive learning experience, you will learn, do, and apply the steps needed for any improvement project: Set an aim, select measures, develop ideas for changes, and test changes using Plan-Do-Study-Act (PDSA) cycles.

In Module 1, you'll learn how to use the Model for Improvement (MFI) to improve oral care in hospitals.

In Module 2, you'll learn how to craft a measurable aim statement to help reduce patient wait times and increase oral care services.

In Module 3, you'll learn the importance of building measurable systems by using the Model for Improvement (MFI) to improve outcomes and processes.

In Module 4, you'll identify change concepts using the Associates in Process Improvement (API) and Cause and Effects diagrams to improve dental care within hospital settings.

In Module 5, you'll examine the testing phase within the Model of Improvement to help minimize risks and foster change within complex healthcare systems.

Modules

Module 1: An Overview of the Model for Improvement
Module 2: Setting an Aim
Module 3: Choosing Measures
Module 4: Developing Changes
Module 5: Testing Changes

Course Objectives

After completing this course, you'll be able to:

List the three questions you must ask to apply the Model for Improvement.
Identify the key elements of an effective aim statement.
Identify three kinds of measures: process measures, outcome measures, and balancing measures.
Use change concepts and critical thinking tools to come up with good ideas for changes to test.
Test changes on a small scale using the Plan-Do-Study-Act (PDSA) cycle.

Continuing Education

This course is approved by the American Dental Association for 2.5 continuing education credits. The ADA is an ADA Continuing Education Recognition Program (CERP) recognized provider.

Leadership 201: The Role of Leaders in Workforce Safety

Purchase Options:

Overview

In regard to physical injury, hospitals are among the most hazardous job sites in the United States. Meanwhile, it is well-known that the culture of medicine can be toxic and emotionally damaging. When workforce safety is a concern, it impacts patient safety and an organization’s financial well-being. If your organization is on a journey to become a high-reliability organization, it needs to prioritize workforce safety. In this short course, experts will explore the foundational role of leaders in keeping the health care workforce safe and strategies that have succeeded in reducing physical harm and improving psychological safety across organizations.

Estimated Time of Completion: 1 hour

Course Objectives

After completing this course, you will be able to:

Explain the impact of health care worker safety on patients, families, and the health care workforce.
Establish the business case for workforce safety.
Describe how you will implement strategies for reducing physical harm and improving psychological safety across your health care organization.

Continuing Education

The Institute for Healthcare Improvement designates this internet enduring activity for a maximum of 1 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

This activity is approved to award 1 credit(s) toward Certified Professional in Patient Safety (CPPS) recertification.

The Institute for Healthcare Improvement designates this internet enduring activity for a maximum of 1 credit(s) for nurses and pharmacists.

As a Jointly Accredited Organization, the Institute for Healthcare Improvement is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. Social workers completing this course receive 1 general continuing education credits.

Patient Safety 201: Root Cause Analyses and Actions

Purchase Options

Overview

This course introduces learners to a systematic response to error called Root Cause Analyses and Actions (RCA2). The goal of RCA2 is to learn from adverse events and near misses, and to take action to prevent them from happening in the future. By the end of this course, you’ll have a step-by-step approach for investigating an event and improving after something goes wrong.

Lesson 1 introduces RCA2 and describes the key elements of the process, including the concept of risk-based prioritization.

Lesson 2 describes how to conduct RCA2, focusing on actions that should occur within 45 days of an adverse event or near-miss incident. You’ll learn whom to include on an RCA2 team, how to conduct interviews and draw a high-level flowchart to understand what happened, and how to use what you learn to develop causal statements.

Lesson 3 takes a close look at the true purpose of RCA2: action. You will learn how to compose recommended actions so that people with appropriate authority in the system can use the findings to improve.

RCA2 is a trademark of the Institute for Healthcare Improvement. IHI does not endorse any software or training for the RCA2 process that is not directly provided by IHI. Acknowledgment: This course content is based on the report RCA2 : Improving Root Cause Analyses and Actions to Prevent Harm. IHI gratefully acknowledges the members of the expert panel who contributed to the report.

Estimated Time of Completion: 1 hour 15 minutes

Lessons

Lesson 1: Preparing for Root Cause Analyses and Actions
Lesson 2: Conducting Root Cause Analyses
Lesson 3: Actions to Build Safer Systems

Course Objectives

After completing this course, you will be able to:

Explain how adverse events and near misses can be used as learning opportunities.
Determine which events are appropriate for Root Cause Analyses and Actions (RCA Squared).
Describe a timeline of activities for the RCA Squared review period.
Describe activities that should take place during the action period of RCA Squared.

Continuing Education

The Institute for Healthcare Improvement designates this internet enduring activity for a maximum of 1.25 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

This activity is approved to award 1.25 credit(s) toward Certified Professional in Patient Safety (CPPS) recertification.

This program has been approved by the National Association for Healthcare Quality for a maximum of 1.25 CPHQ continuing education credits for this event.

Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to:

1.25 Medical Knowledge MOC point(s) in the American Board of Internal Medicine's (ABIM) Maintenance of Certification (MOC) program
1.25 MOC point(s) in the American Board of Pediatrics' (ABP) Maintenance of Certification (MOC) program
1.25 point(s) in the CME component of the American Board of Anesthesiology's redesigned Maintenance of Certification in AnesthesiologyTM (MOCA®) program, known as MOCA 2.0®. (Please consult the ABA website, www.theABA.org, for a list of all MOCA 2.0 requirements.)
1.25 point(s) in the American Board of Ophthalmology's Maintenance of Certification program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting MOC credit.

Successful completion of this CME activity, which includes participation in the evaluation component, enables the learner to satisfy the Lifelong Learning requirements for the American Board of Ophthalmology's Maintenance of Certification program.

Successful completion of this activity, which includes participation in the evaluation component, offers Lifelong Learning (MOC Part 2 CME) point(s) for the following boards:

American Board of Anesthesiology (ABA)*
American Board of Allergy & Immunology (ABAI)
American Board of Colon & Rectal Surgery (ABCRS)
American Board of Pathology (ABPath)
American Board of Psychiatry & Neurology (ABPN)*
American Board of Plastic Surgery (ABPS)*
American Board of Nuclear Medicine (ABNM)
American Board of Thoracic Surgery (ABTS)
American Board of Urology (ABU)

*Approved as a Foundational Patient Safety Activity for ABA, ABPN, and ABP

Successful completion of this activity, which includes participation in the evaluation component, offers Self-Assessment (MOC Part 2 SA) point(s) for the following boards:

American Board of Family Medicine (ABFM) (15pts)**
American Board of Pediatrics (ABPed) (20pts)**
American Board of Ophthalmology (ABOP)
American Board of Orthopedic Surgery (ABOS)
American Board of Radiology (ABR)
American Board of Physical Medicine and Rehabilitation (ABPMR)

**ABPed and ABFM diplomates are required to complete all the selected courses within an activity to collect MOC activity points.

It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting MOC credit.

Patient Safety 202: Achieving Total Systems Safety

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Overview

This course will review eight key recommendations for achieving safety on a system-wide level, as proposed by the IHI report Free from Harm: Accelerating Patient Safety Improvement Fifteen Years after To Err Is Human.

Lesson 1 will briefly review the complete set of recommendations, with a focus on actions for leaders of health systems.

Lesson 2 will provide a closer review of critical recommendations for supporting the health care workforce. Failure to support the health care workforce is associated with a variety of adverse consequences that ripple across the health care system, making it less safe for patients, families, and providers.

Lesson 3 focuses on how engaging patients and families as respected partners can improve the safety of care.

Acknowledgment: This course content is based on the report Free from Harm: Accelerating Patient Safety Improvement Fifteen Years after To Err Is Human. IHI gratefully acknowledges the members of the expert panel who contributed to the report.

Estimated Time of Completion: 1 hour 15 minutes

Lessons

Lesson 1: Eight Recommendations for Total Systems Safety
Lesson 2: Supporting the Health Care Workforce
Lesson 3: Partnering with Patients and Families

Course Objectives

After completing this course, you will be able to:

List eight recommendations for leaders to accelerate patient safety and prevent harm.
Explain three key recommendations for promoting safety among the health care workforce.
Identify five strategies that empower patient and family engagement in patient safety.

Continuing Education

In support of improving patient care, the Institute for Healthcare Improvement is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the health care team.

This activity is approved to award 1.25 credit(s) toward Certified Professional in Patient Safety (CPPS) recertification.

This program has been approved by the National Association for Healthcare Quality for a maximum of 1.25 CPHQ continuing education credits for this event.

Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to:

1.25 Medical Knowledge MOC point(s) in the American Board of Internal Medicine's (ABIM) Maintenance of Certification (MOC) program
1.25 MOC point(s) in the American Board of Pediatrics' (ABP) Maintenance of Certification (MOC) program
1.25 point(s) in the CME component of the American Board of Anesthesiology's redesigned Maintenance of Certification in AnesthesiologyTM (MOCA®) program, known as MOCA 2.0®. (Please consult the ABA website, www.theABA.org, for a list of all MOCA 2.0 requirements.)
1.25 point(s) in the American Board of Ophthalmology's Maintenance of Certification program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting MOC credit.

Successful completion of this activity, which includes participation in the evaluation component, offers Lifelong Learning (MOC Part 2 CME) point(s) for the following boards:

American Board of Anesthesiology (ABA)*
American Board of Allergy & Immunology (ABAI)
American Board of Colon & Rectal Surgery (ABCRS)
American Board of Pathology (ABPath)
American Board of Psychiatry & Neurology (ABPN)*
American Board of Plastic Surgery (ABPS)*
American Board of Nuclear Medicine (ABNM)
American Board of Thoracic Surgery (ABTS)
American Board of Urology (ABU)

*Approved as a Foundational Patient Safety Activity for ABA, ABPN, and ABPS

Successful completion of this activity, which includes participation in the evaluation component, offers Self-Assessment (MOC Part 2 SA) point(s) for the following boards:

American Board of Family Medicine (ABFM) (15pts)**
American Board of Pediatrics (ABPed) (20pts)**
American Board of Ophthalmology (ABOP)
American Board of Orthopedic Surgery (ABOS)
American Board of Radiology (ABR)
American Board of Physical Medicine and Rehabilitation (ABPMR)

**ABPed and ABFM diplomates are required to complete all the selected courses within an activity to collect MOC activity points.

It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting MOC credit.

Patient Safety 203: Pursuing Professional Accountability and a Just Culture

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Overview

This course focuses on how organizations can create and foster a culture of safety. It will assist leaders in creating, shaping, and sustaining the type of culture needed to advance patient and workforce safety efforts. It is designed to inspire, motivate, and inform you as you lead your organization on its journey to zero harm.

In Lesson 1, you’ll learn how a wrong-site surgery occurred at a respected Boston hospital and how the hospital handled it immediately afterward. The lesson will also discuss a range of responses to error, including whether to disclose the mistake and whether to punish the people involved.

Lesson 2 will describe six domains of a culture of safety and provide useful tools for assessing and advancing your organization’s culture of safety.

Lesson 3 will help you determine the current state of your organization’s journey toward a culture of safety, to help set priorities and drive improvement.

Estimated Time of Completion: 1 hour 15 minutes

Lessons

Lesson 1: A Just Culture Case Study
Lesson 2: Building a Culture of Safety
Lesson 3: Understanding and Improving Organizational Culture

Course Objectives

After completing this course, you will be able to:

Discuss your opinions on one hospital’s response to a serious adverse event.
Describe six domains of a culture of safety.
Explain how to use quantitative and qualitative data to assess the culture of an organization.

Continuing Education

The Institute for Healthcare Improvement designates this internet enduring activity for a maximum of 1.25 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

This activity is approved to award 1.25 credit(s) toward Certified Professional in Patient Safety (CPPS) recertification.

This activity/program is approved by NAHQ® for 1.25 CPHQ CE credits.

Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to:

1.25 Medical Knowledge MOC point(s) in the American Board of Internal Medicine's (ABIM) Maintenance of Certification (MOC) program
1.25 MOC point(s) in the American Board of Pediatrics' (ABP) Maintenance of Certification (MOC) program
1.25 point(s) in the CME component of the American Board of Anesthesiology's redesigned Maintenance of Certification in AnesthesiologyTM (MOCA®) program, known as MOCA 2.0®. (Please consult the ABA website, www.theABA.org, for a list of all MOCA 2.0 requirements.)
1.25 point(s) in the American Board of Ophthalmology's Maintenance of Certification program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting MOC credit.

Successful completion of this activity, which includes participation in the evaluation component, offers Lifelong Learning (MOC Part 2 CME) point(s) for the following boards:

American Board of Anesthesiology (ABA)*
American Board of Allergy & Immunology (ABAI)
American Board of Colon & Rectal Surgery (ABCRS)
American Board of Pathology (ABPath)
American Board of Psychiatry & Neurology (ABPN)*
American Board of Plastic Surgery (ABPS)*
American Board of Nuclear Medicine (ABNM)
American Board of Thoracic Surgery (ABTS)
American Board of Urology (ABU)

*Approved as a Foundational Patient Safety Activity for ABA, ABPN, and ABPS

Successful completion of this activity, which includes participation in the evaluation component, offers Self-Assessment (MOC Part 2 SA) point(s) for the following boards:

American Board of Family Medicine (ABFM) (15pts)**
American Board of Pediatrics (ABPed) (20pts)**
American Board of Ophthalmology (ABOP)
American Board of Orthopedic Surgery (ABOS)
American Board of Radiology (ABR)
American Board of Physical Medicine and Rehabilitation (ABPMR)

**ABPed and ABFM diplomates are required to complete all the selected courses within an activity to collect MOC activity points.

It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting MOC credit.

Person- and Family-Centered Care 102: Key Dimensions of Patient- and Family-Centered Care

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Overview

What are the key attributes of patient- and family-centered care, and how can you bring them into health care? In this course, you’ll learn the four core concepts of patient-centered care as described by the Institute for Patient- and Family-Centered Care and how to apply them. You’ll also see how your health care system can involve patients in redesigning care.

Estimated Time of Completion: 1 hour

Course Objectives

After completing this course, you will be able to:

Describe four dimensions of patient- and family-centered care.
Identify practices of health care providers that can promote patient- and family-centered care.
Discuss how health care systems can collaborate with patients and families on an institution-wide level.

Continuing Education

Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 1 Medical Knowledge MOC points in the American Board of Internal Medicine's (ABIM) Maintenance of Certification (MOC) program. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.

In support of improving patient care, the Institute for Healthcare Improvement is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the health care team.

The Institute for Healthcare Improvement designates this internet enduring activity for a maximum of 1 credits for nurses and pharmacists. This activity is approved to award 1 credits toward Certified Professional in Patient Safety (CPPS) recertification.

This program has been approved by the National Association for Healthcare Quality for a maximum of 1 CPHQ continuing education credits for this event.

Person- and Family-Centered Care 103: Incorporating Mindfulness into Clinical Practice

Purchasing Options

Overview

Clinicians juggle many tasks all day long: assessing patients, making critical decisions, administering medications, documenting care, admitting and discharging patients, and much more. But when the clinician is able to embrace an aware, focused, and present state — that transcends the execution of tasks — that is practicing mindfulness. This course will show you how to incorporate mindfulness into your practice. You’ll learn how it can improve patient safety, quality of care, the patient experience, and joy in work in any health care setting.

This content was made possible through grant funding awarded to the primary author, Kate FitzPatrick, DNP, RN, ACNP, NEA-BC, FAAN, by the Robert Wood Johnson Foundation (Executive Nurse Fellowship Program, 2014 Cohort).

Estimated Time of Completion: 1 hour

Course Objectives

After completing this course, you will be able to:

Describe the need for mindfulness practices in the health care setting, including how these practices relate to quality of care, patient safety, patient experience, and joy in work.
Explain the difference between informal and formal mindfulness practice.
List several examples of mindfulness exercises for the health care setting.
List four situations in health care when mindfulness is especially important.
Conduct a body scan.

Continuing Education

In support of improving patient care, the Institute for Healthcare Improvement is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the health care team.

This activity/program is approved by NAHQ® for 1 CPHQ CE credit.

Person- and Family-Centered Care 202: Having the Conversation: Basic Skills for Conversations about End-of-Life Care

Purchase Options

Overview

In conjunction with the Boston University School of Medicine and The Conversation Project (an initiative of IHI), the IHI Open School offers this course to introduce students and health professionals to basic skills for having conversations with patients and their families about end-of-life care wishes. This course will also help you develop skills to have conversations with patients and their families about their preferences for care at the end of life. As part of developing these skills, the course invites you to “have the conversation” yourself, with a family member or other loved one.

In Lesson 1, we’ll talk about why it’s important to communicate with patients and families about their wishes regarding end-of-life care. People are dying for different reasons today than they were a century ago, but too often they aren’t dying where (or how) they’d like to.

Lesson 2 will guide you step by step through the delicate, but meaningful process of having the conversation about end-of-life care. We’ll show you a video of people who have had the conversation with their families, and we’ll introduce you to something called The Conversation Project.

In Lesson 3, we’re going to focus on practical skills for having the conversation with patients and their families about their wishes regarding end-of-life care; about how best to respond to questions they might ask you; and about difficult family situations and how to deal with them. We are focusing on talking about end-of-life care, but the truth is, these are skills that will help with all important conversations you have with patients and their loved ones.

Estimated Time of Completion: 1 hour 30 minutes

Lessons

Lesson 1: Conversation: An Essential Element of Good End-of-Life Care
Lesson 2: The Conversation Begins with You
Lesson 3: Understanding and Respecting Your Patients’ Wishes

Course Objectives

After completing this course, you will be able to:

Conduct conversations with patients and families to learn their wishes for end-oflife care.
Explain available treatment options to patients and families in terms they can understand.
Demonstrate how to answer difficult questions related to end-of-life care.
Facilitate conversations with patients and families to help them make decisions about end-of-life care, based on an understanding of what matters most to them.

Continuing Education

Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to 1.5 Medical Knowledge MOC points in the American Board of Internal Medicine's (ABIM) Maintenance of Certification (MOC) program. It is the CME activity provider's responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.

In support of improving patient care, the Institute for Healthcare Improvement is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the health care team.

The Institute for Healthcare Improvement designates this internet enduring activity for a maximum of 1.5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

The Institute for Healthcare Improvement designates this internet enduring activity for a maximum of 1.5 credits for nurses and pharmacists. This activity is approved to award 1.5 credits toward Certified Professional in Patient Safety (CPPS) recertification.

This activity/program is approved by NAHQ® for 1.5 CPHQ CE credits.

Quality Improvement 201: Planning for Spread: From Local Improvements to System-Wide Change

Purchase Options

Overview

Previous courses in the Quality Improvement catalog focused on testing and implementing a change in one location. This advanced course is about the next logical step: spreading the change.

In Lesson 1, you’ll learn how new ideas typically spread through a population, according to the work of psychologist Kurt Lewin and sociologist Everett Rogers. With their research in mind, you’ll learn what you can do to help motivate the more change-resistant individuals in your population to embrace a new idea, to allow your innovation to spread as far as possible.

In Lesson 2, you’ll learn about how to help a new idea spread across a population, both by motivating the people within the population to adopt the change and by developing new ideas that are inherently more likely to spread. Based on the five traits of innovations that spread, we’ll provide you with a tool, the New Idea Scorecard, to assess your idea for a change. Finally, we’ll provide you with a roadmap for spreading a change, which we call IHI’s Framework for Spread.

In Lesson 3, you’ll follow a detailed case study about how a hospital network in Central Texas used the concepts from the first two lessons to spread a major improvement initiative — widely improving care across a vast system.

Estimated Time of Completion: 1 hour 15 minutes

Lessons

Lesson 1: How Change Spreads
Lesson 2: Tactics for Spreading Change
Lesson 3: Case Study in Spreading Innovations: Transforming Care at the Bedside

Course Objectives

After completing this course, you will be able to:

Describe how change spreads according to Kurt Lewin and Everett Rogers.
Assess the likelihood that a new idea will spread.
Apply IHI’s Framework for Spread to spread an innovation across an organization.

Continuing Education

This activity is approved to award 1.25 credit(s) toward Certified Professional in Patient Safety (CPPS) recertification.

This program has been approved by the National Association for Healthcare Quality for a maximum of 1.25 CPHQ continuing education credits for this event.

Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to:

1.25 Medical Knowledge MOC point(s) in the American Board of Internal Medicine's (ABIM) Maintenance of Certification (MOC) program
1.25 MOC point(s) in the American Board of Pediatrics' (ABP) Maintenance of Certification (MOC) program
1.25 point(s) in the CME component of the American Board of Anesthesiology's redesigned Maintenance of Certification in AnesthesiologyTM (MOCA®) program, known as MOCA 2.0®. (Please consult the ABA website, www.theABA.org, for a list of all MOCA 2.0 requirements.)
1.25 point(s) in the American Board of Ophthalmology's Maintenance of Certification program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting MOC credit.

Successful completion of this activity, which includes participation in the evaluation component, offers Lifelong Learning (MOC Part 2 CME) point(s) for the following boards:

American Board of Anesthesiology (ABA)
American Board of Allergy & Immunology (ABAI)
American Board of Colon & Rectal Surgery (ABCRS)
American Board of Pathology (ABPath)
American Board of Psychiatry & Neurology (ABPN)
American Board of Plastic Surgery (ABPS)
American Board of Nuclear Medicine (ABNM)
American Board of Thoracic Surgery (ABTS)
American Board of Urology (ABU)

Successful completion of this activity, which includes participation in the evaluation component, offers Self-Assessment (MOC Part 2 SA) point(s) for the following boards:

American Board of Family Medicine (ABFM) (15pts)*
American Board of Pediatrics (ABPed) (20pts)*
American Board of Ophthalmology (ABOP)
American Board of Orthopedic Surgery (ABOS)
American Board of Radiology (ABR)
American Board of Physical Medicine and Rehabilitation (ABPMR)

*ABPed and ABFM diplomates are required to complete all the selected courses within an activity to collect MOC activity points.

It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting MOC credit.

Quality Improvement 202: Addressing Small Problems to Build Safer, More Reliable Systems

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Overview

If an organization is to avoid catastrophic failure, staff members need to call out small problems as they arise in daily work. In this lesson, you’ll learn that organizations that successfully manage complexity have a deliberate approach to escalating the small concerns and suggestions of employees. Staff members know how to recognize problems, whom to contact, and how to get that person’s attention immediately. The leaders, in turn, avoid blame and provide the resources necessary to solve problems.

Estimated Time of Completion: 1 hour

Course Objectives

After completing this course, you will be able to:

Explain why system complexity requires us to take a methodical approach to system design, operation, and improvement.
Explain how the absence of this methodical approach will cause complex systems to fail predictably.
Propose specific applications of this methodical approach to the design, operation, and improvement of health care.

Continuing Education

The Institute for Healthcare Improvement designates this internet enduring activity for a maximum of 1 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

This activity is approved to award 1 credit(s) toward Certified Professional in Patient Safety (CPPS) recertification.

This activity/program is approved by NAHQ® for 1 CPHQ CE credit.

Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to:

1 Medical Knowledge MOC point(s) in the American Board of Internal Medicine's (ABIM) Maintenance of Certification (MOC) program
1 MOC point(s) in the American Board of Pediatrics' (ABP) Maintenance of Certification (MOC) program
1 point(s) in the CME component of the American Board of Anesthesiology's redesigned Maintenance of Certification in AnesthesiologyTM (MOCA®) program, known as MOCA 2.0®. (Please consult the ABA website, www.theABA.org, for a list of all MOCA 2.0 requirements.)
1 point(s) in the American Board of Ophthalmology's Maintenance of Certification program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting MOC credit.

Successful completion of this activity, which includes participation in the evaluation component, offers Lifelong Learning (MOC Part 2 CME) point(s) for the following boards:

American Board of Anesthesiology (ABA)
American Board of Allergy & Immunology (ABAI)
American Board of Colon & Rectal Surgery (ABCRS)
American Board of Pathology (ABPath)
American Board of Psychiatry & Neurology (ABPN)
American Board of Plastic Surgery (ABPS)
American Board of Nuclear Medicine (ABNM)
American Board of Thoracic Surgery (ABTS)
American Board of Urology (ABU)

Successful completion of this activity, which includes participation in the evaluation component, offers Self-Assessment (MOC Part 2 SA) point(s) for the following boards:

American Board of Family Medicine (ABFM) (15pts)*
American Board of Pediatrics (ABPed) (20pts)*
American Board of Ophthalmology (ABOP)
American Board of Orthopedic Surgery (ABOS)
American Board of Radiology (ABR)
American Board of Physical Medicine and Rehabilitation (ABPMR)

*ABPed and ABFM diplomates are required to complete all the selected courses within an activity to collect MOC activity points.

It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting MOC credit.

Triple Aim 102: Improving Health Equity

Purchase Options

$20 USD: Triple Aim 102: Improving Health Equity (CE Credits)
$10 USD: Triple Aim 102: Improving Health Equity (No CE Credits)

Overview

This three-lesson course will explore health disparities — what they are, why they occur, and how you can help reduce them in your local setting. After discussing the current (and alarming) picture, we’ll learn about some of the promising work that is reducing disparities in health and health care around the world. Then, we’ll suggest how you can start improving health equity in your health system and community.

Lesson 1 uses statistics and videos of experts to highlight disparities in health care and health — and to consider what’s causing these gaps to widen among populations.

In Lesson 2, it’s time to examine work that is reducing inequities by better serving people with poor health and inadequate health care. We’ll introduce IHI’s Framework for Health Care Organizations to Achieve Health Equity and give examples of organizations pursuing equity by taking a tour of several successful initiatives. Finally, it’s your turn. You have the opportunity to make a difference in the lives of patients and their communities.

In Lesson 3, we offer several strategies for getting started.

Estimated Time of Completion: 2 hours

Lessons

Lesson 1: Understanding Health Disparities
Lesson 2: How Health Care Can Advance Health Equity
Lesson 3: Your Role in Improving Health Equity

Course Objectives

After completing this course, you will be able to:

Recognize at least two causes of health disparities in the US and around the world.
Describe at least three initiatives to reduce disparities in health and health care.
Identify several ways you can help reduce health disparities.

Continuing Education

In support of improving patient care, the Institute for Healthcare Improvement is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the health care team.

This program has been approved by the National Association for Healthcare Quality for a maximum of 1.5 CPHQ continuing education credits for this event.

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