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SHM is growing, changing, evolving and advancing. If you have been a member or been engaged with the society for the past few years, this isn’t news to you. Our membership is growing; the products, publications and services we offer are expanding; attendance at our annual meeting is increasing; and we are continuing to create new and valuable online resources. These are tangible signs of growth that many of you see and touch on a regular basis. On a day-to-day basis, I see the same things, but because I work for SHM, I have the opportunity to see the growth and change from within the organization.

When I signed on with SHM more than three years ago, I walked through the door and into a small office, approximately 3,000 square feet in size with about 13 full-time staff members. Since then, we have grown steadily, consistently adding new faces to the SHM team and expanding into new places by breaking through a wall into an adjacent space. Flash forward to the present day. Between April and July 2008, SHM has added 13 new faces to the staff. At the end of September 2008, we broke ground on construction of our new corporate headquarters, a 16,000-square-foot office in downtown Philadelphia.

Since its inception 12 years ago, SHM has called 190 Independence Mall home, but just as the hospital medicine movement has grown, so has SHM and the staff supporting the society. This winter, SHM will be moving our corporate headquarters to the new facility at 1500 Spring Garden. The process to find our new headquarters has been an extensive one. We began the search for a new office approximately one year ago, and as I am writing this, final construction documents have been sent to a list of general contractors.

During the past six months, SHM has been working with projects managers, architects, engineers, and consultants to take our new office from a “blank slate” to a finished and fully operational office before the end of 2008. As you read this article, construction on the new headquarters is fully underway. Workers are putting up drywall, running cables, laying carpet, and installing equipment that will be the supporting foundation for the staff and society for the next decade.

So, by now you are probably asking, “What does this mean to me? I don’t see these people on a daily basis, and I don’t work at SHM headquarters.” At a very basic level it means SHM will have a new address and new phone numbers. Your letters, applications, registrations, and anything addressed to SHM will be routed to our new home. Additionally, as part of our move, SHM will implement a new phone system. Our toll-free, 1-800 number will remain the same, however, all of the people who work for SHM will have new office phone numbers.

It is important you know how to reach SHM in our new home, but even more important is to know that this move is a significant milestone in the evolution of the society and the next step in providing you, our members, with ever-improving and enhanced levels of service and support. In creating a new facility, we are further equipping staff with the tools they need to serve you, creating technical capacities to meet current and future needs, and setting a stage for SHM’s continued growth in support of the growing hospital medicine movement.

During the weeks and months ahead, the SHM team will be preparing for the launch of the new One Day Hospitalist University, opening of the new Fellowship in Hospital Medicine and[Add Another New Program Here. In addition to all of these new and exciting initiatives, we will be organizing files, packing boxes and preparing for our move. As we transition to new desks, new phones, new commutes and a new environment, we would like to take a moment to thank you for your support and understanding while we take another significant step in the history of the Society of Hospital Medicine.

 

 

Behind the Scenes

Change is in the air

By Geri Barnes

It’s autumn and there is a bite to the air. Every year around this time, I vacillate between being depressed about the pending winter and energized by the change of season. This year, I definitely am excited and energized.

As weather is one of those environmental dynamics that impacts daily life, so do changes in the healthcare arena impact on SHM and its life. We’ve seen “never events” come into being, an expansion of CMS’ Hospitals Compare, and an increasing focus on pay-for-performance. All of these factors are designed to improve patient care, particularly care of the hospitalized patient. SHM staff needs to be ready to support the hospital medicine community.

click for large version
Above: SHM board members had the opportunity to check out blueprints and designs of the new headquarters in Philadelphia. The office is scheduled to be ready in December. Below: SHM staff and board members toast the 16,000-square-foot facility.

click for large version

SHM long has been focused on defining and providing hospitalists with the education and resources needed for every day practice, as well as for imple- menting cutting-edge quality improvement interventions. To support these focus areas, our staff members were organized in one department, Education and Quality Initiatives. During the last year, we decided our efforts would be better served by creating two departments: Education and Meetings and Quality Initiatives. Last summer, we hired two new staff members to lead the department and move the quality efforts forward. Jane Kelly-Cummings, RN, CPHQ, senior director, Quality Initiatives, has more than 20 years of experience in clinical practice, quality improvement, patient safety, healthcare informatics and quality improvement education. Linda Boclair, MT (ASCP), MEd, MBA, brings to SHM 25 years of management in the healthcare industry and serves as the Quality Initiatives Department director. You will be hearing more about the Quality Initiatives Department in the near future.

I am heading up the newly organized Education and Meetings Department. I am joined by Erica Pearson, director, Meetings; Theresa Jones, education project manager; Meghan Pitzer, meetings coordinator; and Carolyn Brennan, director, Research Program Development. We are charged with managing SHM’s Education Enterprise, which includes meetings and all other educational activities that support our members.

For meetings, we focus on leading our volunteers in the development of relevant program and educational content, ensuring we meet the requirements for continuing medical education (CME) programs. We design and implement meeting logistics with a common goal: the attendees leave the meeting feeling nothing could have been better organized. The Education and Meetings staff has focused their energies on the following meetings:

click for large version
click for large version

  • The cornerstone of our meetings is the SHM annual meeting. Hospital Medicine 2009 will take place May 14-17, 2009, in Chicago at the Hyatt Regency. The planning of the program and logistics began in March 2008, and the organizational effort will continue through the end of the meeting. This comprehensive program includes annual meeting education sessions over the course of two and a half days and another full day of seven concurrent pre-courses.
  • An important educational event is SHM’s Leadership Academy. Established in 2005, the Level I Academy has been presented semi-annually, with the eighth event taking place in Los Angeles this past September. Based on a need for the next level of leadership skills, Level II started in 2006 and recently presented for the third time. All events have basically sold out, and their popularity continues to grow.
  • SHM instituted the One-Day Hospitalist University (ODHU) series this year, presenting four of our best pre-courses on a regional basis. The goal is to present ODHU in four different locations during the course of the year. The first ODHU takes place this month in Baltimore; the next is Feb. 3-4 in Atlanta.
  • Pediatric Hospital Medicine 2009 was held in July in Denver. As the lead sponsor, SHM organized this successful conference, which was co-sponsored by the American Pediatric Association and the American Academy of Pediatrics.
  • Expert Training Sessions is a new series of educational events that provide the opportunity to learn quality improvement strategies for glycemic control, VTE prevention, or transitions of care directly from an expert and interact on a personal basis. Presented in Boston and Nashville and planned for St. Louis, this initiative already is proving successful and we are hoping to expand in the near future.
 

 

ROUNDS

By Katie Stevenson

SHM staff travel to several hospital-medicine related events around the country to interact with current and prospective members. Feel free to stop by, find out what’s new, and meet a friendly face. Watch your e-mail for more information on our locations within the exhibit halls.

November

9th Annual Southern

Hospital Medicine Conference

November 13-15, 2008

Atlanta

February

Rocky Mountain Society of Hospital Medicine 2009 Winter Meeting

February 18-21, 2009

Breckenridge, Colo.

March

American College of Healthcare Executives Congress on Healthcare Leadership

March 23-26, 2009

Chicago

April

American College of Physicians

Internal Medicine 2009

April 23-25, 2009

Philadelphia

Association of Program Directors in Internal Medicine 2009 Spring Conference

April 26 to May 1, 2009

Dallas

May

SHM Hospital Medicine 2009

May 14-17, 2009

Chicago


American Academy of Physician Assistants 37th annual Conference

May 23-28, 2009

San Diego

June

American Academy of Nurse Practitioners 24th National Conference

June 17-21, 2009

Nashville, Tenn.

The other major focus area for the Education and Meetings Department lies in meeting the educational needs of the hospital medicine community. Staff, working with the Education Committee, are exploring new and exciting ways to identify needs and define strategies to deliver relevant programming. The efforts, which will lead to a comprehensive education plan that will drive the activities the next few years, are focused on the following:

  • Life-long learning has become the standard for physicians in general and hospitalists in particular. SHM is in the early stages of identifying and developing resources that will be readily accessible on the SHM Web site, such as a hospital medicine reading list on clinical and healthcare-systems topics based on the Core Competencies.
  • The Education Committee is exploring the possibility of developing an evidence-based medicine (EBM) primer, which can be used to practice and teach EBM. It will be designed for the practicing hospitalist in a community hospital setting and will define how to research, read, and use EBM journal articles.
  • SHM is exploring the use of Web 2.0 to continually assess needs, deliver educational programs, and communicate with members and faculty.
  • The needs of academic hospitalists are unique and SHM is dedicated to support this important segment of our constituency. Joining with the Society of General Internal Medicine (SGIM), SHM is planning an Academic Boot Camp that will focus on education skills, research, mentoring, and career pathways.
  • SHM is developing a comprehensive communication and education program to become the main resource for hospitalists as they engage in Maintenance of Certification.

So, the welcome winds of change blow, bringing the energy and organization needed to accomplish our education and quality goals. We are confident our internal changes will result in moving our agenda forward in ways previously only imagined.

Volunteer Search

Interested in being a part of an SHM Committee or Task Force? Now is your chance! Nominations are open for SHM Committees and Task Forces. This is your opportunity to shape the future of SHM and the hospital medicine movement.

To nominate yourself, visit www.hospitalmedicine.org and click on “About SHM,” then click on “Committees.” Here, you will see a full list of committees, as well as task forces and current members. For each committee you would like to serve on, please submit your name and a one- to two-paragraph statement about why you are qualified and interested. E-mail this information to Joi Seabrooks at jseabrooks@hospitlamedicine.org by Dec. 5. Appointments will be made in February, take affect in May and last one year. TH

Issue
The Hospitalist - 2008(11)
Publications
Sections

SHM is growing, changing, evolving and advancing. If you have been a member or been engaged with the society for the past few years, this isn’t news to you. Our membership is growing; the products, publications and services we offer are expanding; attendance at our annual meeting is increasing; and we are continuing to create new and valuable online resources. These are tangible signs of growth that many of you see and touch on a regular basis. On a day-to-day basis, I see the same things, but because I work for SHM, I have the opportunity to see the growth and change from within the organization.

When I signed on with SHM more than three years ago, I walked through the door and into a small office, approximately 3,000 square feet in size with about 13 full-time staff members. Since then, we have grown steadily, consistently adding new faces to the SHM team and expanding into new places by breaking through a wall into an adjacent space. Flash forward to the present day. Between April and July 2008, SHM has added 13 new faces to the staff. At the end of September 2008, we broke ground on construction of our new corporate headquarters, a 16,000-square-foot office in downtown Philadelphia.

Since its inception 12 years ago, SHM has called 190 Independence Mall home, but just as the hospital medicine movement has grown, so has SHM and the staff supporting the society. This winter, SHM will be moving our corporate headquarters to the new facility at 1500 Spring Garden. The process to find our new headquarters has been an extensive one. We began the search for a new office approximately one year ago, and as I am writing this, final construction documents have been sent to a list of general contractors.

During the past six months, SHM has been working with projects managers, architects, engineers, and consultants to take our new office from a “blank slate” to a finished and fully operational office before the end of 2008. As you read this article, construction on the new headquarters is fully underway. Workers are putting up drywall, running cables, laying carpet, and installing equipment that will be the supporting foundation for the staff and society for the next decade.

So, by now you are probably asking, “What does this mean to me? I don’t see these people on a daily basis, and I don’t work at SHM headquarters.” At a very basic level it means SHM will have a new address and new phone numbers. Your letters, applications, registrations, and anything addressed to SHM will be routed to our new home. Additionally, as part of our move, SHM will implement a new phone system. Our toll-free, 1-800 number will remain the same, however, all of the people who work for SHM will have new office phone numbers.

It is important you know how to reach SHM in our new home, but even more important is to know that this move is a significant milestone in the evolution of the society and the next step in providing you, our members, with ever-improving and enhanced levels of service and support. In creating a new facility, we are further equipping staff with the tools they need to serve you, creating technical capacities to meet current and future needs, and setting a stage for SHM’s continued growth in support of the growing hospital medicine movement.

During the weeks and months ahead, the SHM team will be preparing for the launch of the new One Day Hospitalist University, opening of the new Fellowship in Hospital Medicine and[Add Another New Program Here. In addition to all of these new and exciting initiatives, we will be organizing files, packing boxes and preparing for our move. As we transition to new desks, new phones, new commutes and a new environment, we would like to take a moment to thank you for your support and understanding while we take another significant step in the history of the Society of Hospital Medicine.

 

 

Behind the Scenes

Change is in the air

By Geri Barnes

It’s autumn and there is a bite to the air. Every year around this time, I vacillate between being depressed about the pending winter and energized by the change of season. This year, I definitely am excited and energized.

As weather is one of those environmental dynamics that impacts daily life, so do changes in the healthcare arena impact on SHM and its life. We’ve seen “never events” come into being, an expansion of CMS’ Hospitals Compare, and an increasing focus on pay-for-performance. All of these factors are designed to improve patient care, particularly care of the hospitalized patient. SHM staff needs to be ready to support the hospital medicine community.

click for large version
Above: SHM board members had the opportunity to check out blueprints and designs of the new headquarters in Philadelphia. The office is scheduled to be ready in December. Below: SHM staff and board members toast the 16,000-square-foot facility.

click for large version

SHM long has been focused on defining and providing hospitalists with the education and resources needed for every day practice, as well as for imple- menting cutting-edge quality improvement interventions. To support these focus areas, our staff members were organized in one department, Education and Quality Initiatives. During the last year, we decided our efforts would be better served by creating two departments: Education and Meetings and Quality Initiatives. Last summer, we hired two new staff members to lead the department and move the quality efforts forward. Jane Kelly-Cummings, RN, CPHQ, senior director, Quality Initiatives, has more than 20 years of experience in clinical practice, quality improvement, patient safety, healthcare informatics and quality improvement education. Linda Boclair, MT (ASCP), MEd, MBA, brings to SHM 25 years of management in the healthcare industry and serves as the Quality Initiatives Department director. You will be hearing more about the Quality Initiatives Department in the near future.

I am heading up the newly organized Education and Meetings Department. I am joined by Erica Pearson, director, Meetings; Theresa Jones, education project manager; Meghan Pitzer, meetings coordinator; and Carolyn Brennan, director, Research Program Development. We are charged with managing SHM’s Education Enterprise, which includes meetings and all other educational activities that support our members.

For meetings, we focus on leading our volunteers in the development of relevant program and educational content, ensuring we meet the requirements for continuing medical education (CME) programs. We design and implement meeting logistics with a common goal: the attendees leave the meeting feeling nothing could have been better organized. The Education and Meetings staff has focused their energies on the following meetings:

click for large version
click for large version

  • The cornerstone of our meetings is the SHM annual meeting. Hospital Medicine 2009 will take place May 14-17, 2009, in Chicago at the Hyatt Regency. The planning of the program and logistics began in March 2008, and the organizational effort will continue through the end of the meeting. This comprehensive program includes annual meeting education sessions over the course of two and a half days and another full day of seven concurrent pre-courses.
  • An important educational event is SHM’s Leadership Academy. Established in 2005, the Level I Academy has been presented semi-annually, with the eighth event taking place in Los Angeles this past September. Based on a need for the next level of leadership skills, Level II started in 2006 and recently presented for the third time. All events have basically sold out, and their popularity continues to grow.
  • SHM instituted the One-Day Hospitalist University (ODHU) series this year, presenting four of our best pre-courses on a regional basis. The goal is to present ODHU in four different locations during the course of the year. The first ODHU takes place this month in Baltimore; the next is Feb. 3-4 in Atlanta.
  • Pediatric Hospital Medicine 2009 was held in July in Denver. As the lead sponsor, SHM organized this successful conference, which was co-sponsored by the American Pediatric Association and the American Academy of Pediatrics.
  • Expert Training Sessions is a new series of educational events that provide the opportunity to learn quality improvement strategies for glycemic control, VTE prevention, or transitions of care directly from an expert and interact on a personal basis. Presented in Boston and Nashville and planned for St. Louis, this initiative already is proving successful and we are hoping to expand in the near future.
 

 

ROUNDS

By Katie Stevenson

SHM staff travel to several hospital-medicine related events around the country to interact with current and prospective members. Feel free to stop by, find out what’s new, and meet a friendly face. Watch your e-mail for more information on our locations within the exhibit halls.

November

9th Annual Southern

Hospital Medicine Conference

November 13-15, 2008

Atlanta

February

Rocky Mountain Society of Hospital Medicine 2009 Winter Meeting

February 18-21, 2009

Breckenridge, Colo.

March

American College of Healthcare Executives Congress on Healthcare Leadership

March 23-26, 2009

Chicago

April

American College of Physicians

Internal Medicine 2009

April 23-25, 2009

Philadelphia

Association of Program Directors in Internal Medicine 2009 Spring Conference

April 26 to May 1, 2009

Dallas

May

SHM Hospital Medicine 2009

May 14-17, 2009

Chicago


American Academy of Physician Assistants 37th annual Conference

May 23-28, 2009

San Diego

June

American Academy of Nurse Practitioners 24th National Conference

June 17-21, 2009

Nashville, Tenn.

The other major focus area for the Education and Meetings Department lies in meeting the educational needs of the hospital medicine community. Staff, working with the Education Committee, are exploring new and exciting ways to identify needs and define strategies to deliver relevant programming. The efforts, which will lead to a comprehensive education plan that will drive the activities the next few years, are focused on the following:

  • Life-long learning has become the standard for physicians in general and hospitalists in particular. SHM is in the early stages of identifying and developing resources that will be readily accessible on the SHM Web site, such as a hospital medicine reading list on clinical and healthcare-systems topics based on the Core Competencies.
  • The Education Committee is exploring the possibility of developing an evidence-based medicine (EBM) primer, which can be used to practice and teach EBM. It will be designed for the practicing hospitalist in a community hospital setting and will define how to research, read, and use EBM journal articles.
  • SHM is exploring the use of Web 2.0 to continually assess needs, deliver educational programs, and communicate with members and faculty.
  • The needs of academic hospitalists are unique and SHM is dedicated to support this important segment of our constituency. Joining with the Society of General Internal Medicine (SGIM), SHM is planning an Academic Boot Camp that will focus on education skills, research, mentoring, and career pathways.
  • SHM is developing a comprehensive communication and education program to become the main resource for hospitalists as they engage in Maintenance of Certification.

So, the welcome winds of change blow, bringing the energy and organization needed to accomplish our education and quality goals. We are confident our internal changes will result in moving our agenda forward in ways previously only imagined.

Volunteer Search

Interested in being a part of an SHM Committee or Task Force? Now is your chance! Nominations are open for SHM Committees and Task Forces. This is your opportunity to shape the future of SHM and the hospital medicine movement.

To nominate yourself, visit www.hospitalmedicine.org and click on “About SHM,” then click on “Committees.” Here, you will see a full list of committees, as well as task forces and current members. For each committee you would like to serve on, please submit your name and a one- to two-paragraph statement about why you are qualified and interested. E-mail this information to Joi Seabrooks at jseabrooks@hospitlamedicine.org by Dec. 5. Appointments will be made in February, take affect in May and last one year. TH

SHM is growing, changing, evolving and advancing. If you have been a member or been engaged with the society for the past few years, this isn’t news to you. Our membership is growing; the products, publications and services we offer are expanding; attendance at our annual meeting is increasing; and we are continuing to create new and valuable online resources. These are tangible signs of growth that many of you see and touch on a regular basis. On a day-to-day basis, I see the same things, but because I work for SHM, I have the opportunity to see the growth and change from within the organization.

When I signed on with SHM more than three years ago, I walked through the door and into a small office, approximately 3,000 square feet in size with about 13 full-time staff members. Since then, we have grown steadily, consistently adding new faces to the SHM team and expanding into new places by breaking through a wall into an adjacent space. Flash forward to the present day. Between April and July 2008, SHM has added 13 new faces to the staff. At the end of September 2008, we broke ground on construction of our new corporate headquarters, a 16,000-square-foot office in downtown Philadelphia.

Since its inception 12 years ago, SHM has called 190 Independence Mall home, but just as the hospital medicine movement has grown, so has SHM and the staff supporting the society. This winter, SHM will be moving our corporate headquarters to the new facility at 1500 Spring Garden. The process to find our new headquarters has been an extensive one. We began the search for a new office approximately one year ago, and as I am writing this, final construction documents have been sent to a list of general contractors.

During the past six months, SHM has been working with projects managers, architects, engineers, and consultants to take our new office from a “blank slate” to a finished and fully operational office before the end of 2008. As you read this article, construction on the new headquarters is fully underway. Workers are putting up drywall, running cables, laying carpet, and installing equipment that will be the supporting foundation for the staff and society for the next decade.

So, by now you are probably asking, “What does this mean to me? I don’t see these people on a daily basis, and I don’t work at SHM headquarters.” At a very basic level it means SHM will have a new address and new phone numbers. Your letters, applications, registrations, and anything addressed to SHM will be routed to our new home. Additionally, as part of our move, SHM will implement a new phone system. Our toll-free, 1-800 number will remain the same, however, all of the people who work for SHM will have new office phone numbers.

It is important you know how to reach SHM in our new home, but even more important is to know that this move is a significant milestone in the evolution of the society and the next step in providing you, our members, with ever-improving and enhanced levels of service and support. In creating a new facility, we are further equipping staff with the tools they need to serve you, creating technical capacities to meet current and future needs, and setting a stage for SHM’s continued growth in support of the growing hospital medicine movement.

During the weeks and months ahead, the SHM team will be preparing for the launch of the new One Day Hospitalist University, opening of the new Fellowship in Hospital Medicine and[Add Another New Program Here. In addition to all of these new and exciting initiatives, we will be organizing files, packing boxes and preparing for our move. As we transition to new desks, new phones, new commutes and a new environment, we would like to take a moment to thank you for your support and understanding while we take another significant step in the history of the Society of Hospital Medicine.

 

 

Behind the Scenes

Change is in the air

By Geri Barnes

It’s autumn and there is a bite to the air. Every year around this time, I vacillate between being depressed about the pending winter and energized by the change of season. This year, I definitely am excited and energized.

As weather is one of those environmental dynamics that impacts daily life, so do changes in the healthcare arena impact on SHM and its life. We’ve seen “never events” come into being, an expansion of CMS’ Hospitals Compare, and an increasing focus on pay-for-performance. All of these factors are designed to improve patient care, particularly care of the hospitalized patient. SHM staff needs to be ready to support the hospital medicine community.

click for large version
Above: SHM board members had the opportunity to check out blueprints and designs of the new headquarters in Philadelphia. The office is scheduled to be ready in December. Below: SHM staff and board members toast the 16,000-square-foot facility.

click for large version

SHM long has been focused on defining and providing hospitalists with the education and resources needed for every day practice, as well as for imple- menting cutting-edge quality improvement interventions. To support these focus areas, our staff members were organized in one department, Education and Quality Initiatives. During the last year, we decided our efforts would be better served by creating two departments: Education and Meetings and Quality Initiatives. Last summer, we hired two new staff members to lead the department and move the quality efforts forward. Jane Kelly-Cummings, RN, CPHQ, senior director, Quality Initiatives, has more than 20 years of experience in clinical practice, quality improvement, patient safety, healthcare informatics and quality improvement education. Linda Boclair, MT (ASCP), MEd, MBA, brings to SHM 25 years of management in the healthcare industry and serves as the Quality Initiatives Department director. You will be hearing more about the Quality Initiatives Department in the near future.

I am heading up the newly organized Education and Meetings Department. I am joined by Erica Pearson, director, Meetings; Theresa Jones, education project manager; Meghan Pitzer, meetings coordinator; and Carolyn Brennan, director, Research Program Development. We are charged with managing SHM’s Education Enterprise, which includes meetings and all other educational activities that support our members.

For meetings, we focus on leading our volunteers in the development of relevant program and educational content, ensuring we meet the requirements for continuing medical education (CME) programs. We design and implement meeting logistics with a common goal: the attendees leave the meeting feeling nothing could have been better organized. The Education and Meetings staff has focused their energies on the following meetings:

click for large version
click for large version

  • The cornerstone of our meetings is the SHM annual meeting. Hospital Medicine 2009 will take place May 14-17, 2009, in Chicago at the Hyatt Regency. The planning of the program and logistics began in March 2008, and the organizational effort will continue through the end of the meeting. This comprehensive program includes annual meeting education sessions over the course of two and a half days and another full day of seven concurrent pre-courses.
  • An important educational event is SHM’s Leadership Academy. Established in 2005, the Level I Academy has been presented semi-annually, with the eighth event taking place in Los Angeles this past September. Based on a need for the next level of leadership skills, Level II started in 2006 and recently presented for the third time. All events have basically sold out, and their popularity continues to grow.
  • SHM instituted the One-Day Hospitalist University (ODHU) series this year, presenting four of our best pre-courses on a regional basis. The goal is to present ODHU in four different locations during the course of the year. The first ODHU takes place this month in Baltimore; the next is Feb. 3-4 in Atlanta.
  • Pediatric Hospital Medicine 2009 was held in July in Denver. As the lead sponsor, SHM organized this successful conference, which was co-sponsored by the American Pediatric Association and the American Academy of Pediatrics.
  • Expert Training Sessions is a new series of educational events that provide the opportunity to learn quality improvement strategies for glycemic control, VTE prevention, or transitions of care directly from an expert and interact on a personal basis. Presented in Boston and Nashville and planned for St. Louis, this initiative already is proving successful and we are hoping to expand in the near future.
 

 

ROUNDS

By Katie Stevenson

SHM staff travel to several hospital-medicine related events around the country to interact with current and prospective members. Feel free to stop by, find out what’s new, and meet a friendly face. Watch your e-mail for more information on our locations within the exhibit halls.

November

9th Annual Southern

Hospital Medicine Conference

November 13-15, 2008

Atlanta

February

Rocky Mountain Society of Hospital Medicine 2009 Winter Meeting

February 18-21, 2009

Breckenridge, Colo.

March

American College of Healthcare Executives Congress on Healthcare Leadership

March 23-26, 2009

Chicago

April

American College of Physicians

Internal Medicine 2009

April 23-25, 2009

Philadelphia

Association of Program Directors in Internal Medicine 2009 Spring Conference

April 26 to May 1, 2009

Dallas

May

SHM Hospital Medicine 2009

May 14-17, 2009

Chicago


American Academy of Physician Assistants 37th annual Conference

May 23-28, 2009

San Diego

June

American Academy of Nurse Practitioners 24th National Conference

June 17-21, 2009

Nashville, Tenn.

The other major focus area for the Education and Meetings Department lies in meeting the educational needs of the hospital medicine community. Staff, working with the Education Committee, are exploring new and exciting ways to identify needs and define strategies to deliver relevant programming. The efforts, which will lead to a comprehensive education plan that will drive the activities the next few years, are focused on the following:

  • Life-long learning has become the standard for physicians in general and hospitalists in particular. SHM is in the early stages of identifying and developing resources that will be readily accessible on the SHM Web site, such as a hospital medicine reading list on clinical and healthcare-systems topics based on the Core Competencies.
  • The Education Committee is exploring the possibility of developing an evidence-based medicine (EBM) primer, which can be used to practice and teach EBM. It will be designed for the practicing hospitalist in a community hospital setting and will define how to research, read, and use EBM journal articles.
  • SHM is exploring the use of Web 2.0 to continually assess needs, deliver educational programs, and communicate with members and faculty.
  • The needs of academic hospitalists are unique and SHM is dedicated to support this important segment of our constituency. Joining with the Society of General Internal Medicine (SGIM), SHM is planning an Academic Boot Camp that will focus on education skills, research, mentoring, and career pathways.
  • SHM is developing a comprehensive communication and education program to become the main resource for hospitalists as they engage in Maintenance of Certification.

So, the welcome winds of change blow, bringing the energy and organization needed to accomplish our education and quality goals. We are confident our internal changes will result in moving our agenda forward in ways previously only imagined.

Volunteer Search

Interested in being a part of an SHM Committee or Task Force? Now is your chance! Nominations are open for SHM Committees and Task Forces. This is your opportunity to shape the future of SHM and the hospital medicine movement.

To nominate yourself, visit www.hospitalmedicine.org and click on “About SHM,” then click on “Committees.” Here, you will see a full list of committees, as well as task forces and current members. For each committee you would like to serve on, please submit your name and a one- to two-paragraph statement about why you are qualified and interested. E-mail this information to Joi Seabrooks at jseabrooks@hospitlamedicine.org by Dec. 5. Appointments will be made in February, take affect in May and last one year. TH

Issue
The Hospitalist - 2008(11)
Issue
The Hospitalist - 2008(11)
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SHM Explores Social Networks

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Dear John Q. Hospitalist,

Recently, a pair of college students in our office presented an impressive summary of Web 2.0, including Facebook.com and LinkedIn.com, to the rest of the SHM staff.

As I listened to their presentation and heard the energy in their voices, I couldn’t help but think about my initial experience and excitement with the World Wide Web. Instead of doing homework, I spent many late nights searching the Internet looking for more information to help me create my first Web page. After countless hours of coding and debugging, as well as throwing the keyboard a time or two, I published my Web page and became a part of the Internet. I was hooked.

After listening to these students I was inspired to check out LinkedIn.com and create my own LinkedIn profile. While I did not stay up until the very early morning sending invites or completing every part of my profile, I found connections to old colleagues, college friends, high school buddies, and family members. Today, I eagerly await the flood of e-mail from people accepting me as a friend in their network, some of them members of SHM. I am hooked again.

Seeing SHM members on LinkedIn got me thinking about how SHM might use social networking technology. I think there is an opportunity here to create an interactive resource that will empower hospitalists to find other hospitalists, make connections, and build their own networks. I’m interested in getting your perspective. Do you think our members will use this type of an online resource?

Many social networking sites on the Internet grew out of individuals in an academic setting trying to find ways to connect with each other. I would imagine many of our student and resident members already are using social networking sites. Do you think this is the case? If so, what features and functions of a social networking tool do you think are most important? Is that different from a third-year resident, or a hospitalist who has been practicing hospital medicine for a number of years?

Johnson

I know I have thrown a bunch of questions at you, so let me share with you some ideas and maybe we can begin a dialogue that will help SHM find ways in which we can leverage social networking and other Web 2.0 tools.

One of the tasks in creating a LinkedIn account is selecting the college or institution you attended and the years in which you attended. Immediately after setting up my account I was able to see the names of other alumni who attended my university during my four years and invite old friends to join my network. I can envision a scenario where an SHM member indicates which medical school he or she attended and is able to see a list of other colleagues who attended at the same time.

For the general member, someone who hasn’t attended a meeting, participated in a committee, or been more actively engaged in SHM, an online network might be a first step to increased involvement with SHM. Members could use this site to connect with other hospitalists in their area and share their interests and experience with others.

Along the way, they might learn about an SHM initiative they are interested in and connect with another hospitalist who working on this project and begin to have a dialogue. Throughout time, this person builds their network and establishes new connections. When it’s time to register for next year’s SHM Annual Meeting in Chicago, they already know a few faces in the crowd—and maybe a couple of them have become friends.

 

 

These are just a couple of ways I think SHM and our members might benefit from social networking. I am confident there are many, many more ways this technology can help our members and the hospital medicine community. What do you think? I would love to hear your thoughts and ideas. E-mail me at sjohnson@hospitalmedicine.org. TH

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The Hospitalist - 2008(07)
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Dear John Q. Hospitalist,

Recently, a pair of college students in our office presented an impressive summary of Web 2.0, including Facebook.com and LinkedIn.com, to the rest of the SHM staff.

As I listened to their presentation and heard the energy in their voices, I couldn’t help but think about my initial experience and excitement with the World Wide Web. Instead of doing homework, I spent many late nights searching the Internet looking for more information to help me create my first Web page. After countless hours of coding and debugging, as well as throwing the keyboard a time or two, I published my Web page and became a part of the Internet. I was hooked.

After listening to these students I was inspired to check out LinkedIn.com and create my own LinkedIn profile. While I did not stay up until the very early morning sending invites or completing every part of my profile, I found connections to old colleagues, college friends, high school buddies, and family members. Today, I eagerly await the flood of e-mail from people accepting me as a friend in their network, some of them members of SHM. I am hooked again.

Seeing SHM members on LinkedIn got me thinking about how SHM might use social networking technology. I think there is an opportunity here to create an interactive resource that will empower hospitalists to find other hospitalists, make connections, and build their own networks. I’m interested in getting your perspective. Do you think our members will use this type of an online resource?

Many social networking sites on the Internet grew out of individuals in an academic setting trying to find ways to connect with each other. I would imagine many of our student and resident members already are using social networking sites. Do you think this is the case? If so, what features and functions of a social networking tool do you think are most important? Is that different from a third-year resident, or a hospitalist who has been practicing hospital medicine for a number of years?

Johnson

I know I have thrown a bunch of questions at you, so let me share with you some ideas and maybe we can begin a dialogue that will help SHM find ways in which we can leverage social networking and other Web 2.0 tools.

One of the tasks in creating a LinkedIn account is selecting the college or institution you attended and the years in which you attended. Immediately after setting up my account I was able to see the names of other alumni who attended my university during my four years and invite old friends to join my network. I can envision a scenario where an SHM member indicates which medical school he or she attended and is able to see a list of other colleagues who attended at the same time.

For the general member, someone who hasn’t attended a meeting, participated in a committee, or been more actively engaged in SHM, an online network might be a first step to increased involvement with SHM. Members could use this site to connect with other hospitalists in their area and share their interests and experience with others.

Along the way, they might learn about an SHM initiative they are interested in and connect with another hospitalist who working on this project and begin to have a dialogue. Throughout time, this person builds their network and establishes new connections. When it’s time to register for next year’s SHM Annual Meeting in Chicago, they already know a few faces in the crowd—and maybe a couple of them have become friends.

 

 

These are just a couple of ways I think SHM and our members might benefit from social networking. I am confident there are many, many more ways this technology can help our members and the hospital medicine community. What do you think? I would love to hear your thoughts and ideas. E-mail me at sjohnson@hospitalmedicine.org. TH

Dear John Q. Hospitalist,

Recently, a pair of college students in our office presented an impressive summary of Web 2.0, including Facebook.com and LinkedIn.com, to the rest of the SHM staff.

As I listened to their presentation and heard the energy in their voices, I couldn’t help but think about my initial experience and excitement with the World Wide Web. Instead of doing homework, I spent many late nights searching the Internet looking for more information to help me create my first Web page. After countless hours of coding and debugging, as well as throwing the keyboard a time or two, I published my Web page and became a part of the Internet. I was hooked.

After listening to these students I was inspired to check out LinkedIn.com and create my own LinkedIn profile. While I did not stay up until the very early morning sending invites or completing every part of my profile, I found connections to old colleagues, college friends, high school buddies, and family members. Today, I eagerly await the flood of e-mail from people accepting me as a friend in their network, some of them members of SHM. I am hooked again.

Seeing SHM members on LinkedIn got me thinking about how SHM might use social networking technology. I think there is an opportunity here to create an interactive resource that will empower hospitalists to find other hospitalists, make connections, and build their own networks. I’m interested in getting your perspective. Do you think our members will use this type of an online resource?

Many social networking sites on the Internet grew out of individuals in an academic setting trying to find ways to connect with each other. I would imagine many of our student and resident members already are using social networking sites. Do you think this is the case? If so, what features and functions of a social networking tool do you think are most important? Is that different from a third-year resident, or a hospitalist who has been practicing hospital medicine for a number of years?

Johnson

I know I have thrown a bunch of questions at you, so let me share with you some ideas and maybe we can begin a dialogue that will help SHM find ways in which we can leverage social networking and other Web 2.0 tools.

One of the tasks in creating a LinkedIn account is selecting the college or institution you attended and the years in which you attended. Immediately after setting up my account I was able to see the names of other alumni who attended my university during my four years and invite old friends to join my network. I can envision a scenario where an SHM member indicates which medical school he or she attended and is able to see a list of other colleagues who attended at the same time.

For the general member, someone who hasn’t attended a meeting, participated in a committee, or been more actively engaged in SHM, an online network might be a first step to increased involvement with SHM. Members could use this site to connect with other hospitalists in their area and share their interests and experience with others.

Along the way, they might learn about an SHM initiative they are interested in and connect with another hospitalist who working on this project and begin to have a dialogue. Throughout time, this person builds their network and establishes new connections. When it’s time to register for next year’s SHM Annual Meeting in Chicago, they already know a few faces in the crowd—and maybe a couple of them have become friends.

 

 

These are just a couple of ways I think SHM and our members might benefit from social networking. I am confident there are many, many more ways this technology can help our members and the hospital medicine community. What do you think? I would love to hear your thoughts and ideas. E-mail me at sjohnson@hospitalmedicine.org. TH

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SHM Forms Hospitalist IT Task Force

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Do you speak geek? If you haven’t already, you may hear that phrase or something similar in the halls of your hospital or institution.

As hospitals face the challenge of implementing computerized physician order entry (CPOE) and electronic medical records (EMRs), many hospitals are turning to hospitalists to help guide them through the complex and daunting task of translating a critical initiative into an information technology (IT) success story. More and more, hospitalists are asked to play any number of roles in leading their institution to the IT Promised Land. Are you one of these people? Do you want to be? Not sure how to get started or where to turn for help? Look no further—SHM is here to help.

Late last year, SHM convened a small group of hospitalists with extensive IT experience. The meeting led to the formation of SHM’s new Hospitalist IT Task Force and a list of initiatives to help those of you interested in bridging the gap between the hospital and IT. In addition to this laundry list of ideas, the group described a set of roles a hospitalist can play in facilitating a CPOE or other IT project. Hospitalists involved in IT can act as:

Communicators: There are gaps in knowledge and understanding between physicians and IT staff. Medical staff members might not understand the IT vocabulary/processes, while the IT staff might not be familiar with medical vocabulary/processes. Hospitalists must translate the clinical needs of the hospital for the IT community when implementing programs like CPOE.

Champions: Every project needs a champion to have a chance at success. Knowledgeable hospitalists can communicate the value of IT initiatives to the hospital and drive these projects to a positive conclusion. Hospitalists understand the implications of transitioning from a paper to electronic environment and can engage the right people and resources to support these initiatives.

Experienced leaders (power users): There is a growing community of hospitalists who have implemented CPOE/EMR and other IT initiatives. They have been in the trenches. They know what works and what doesn’t, and they understand the pros and cons of different solutions. They are power users of medical IT and possess significant knowledge that can help others.

Reviewers: Each hospital has to select a technical solution that fits its administrative and clinical needs. The hospital will evaluate multiple options and selecting the appropriate solution. Hospitalists who play the roles of communicator, champion, and/or experienced leader can be valuable when solutions are being reviewed and evaluated.

Have you served in one of these roles? Would you like to get more involved in IT? SHM’s Hospitalist IT Task Force is exploring different ways to assist our members. Potential initiatives include:

  • Developing an online resource of articles, reference material, and Web sites that provide guidance and support related to IT in a hospital setting;
  • Holding an open forum at Hospital Medicine 2008, SHM’s Annual Meeting from April 3-5 in San Diego, to discuss the roles, challenges, successes, and pitfalls encountered in IT initiatives; and
  • Creating other educational vehicles for hospitalists working with IT in their hospital.

The success of an IT project depends on having the right people at the table. They are committed to success, they make open and honest contributions, and they work to align the needs of the organization with the capabilities of the technical solution by taking users’ needs into full consideration.

SHM’s Hospitalist IT Task Force is working to develop the right solutions to help you improve your hospital or project. If you are one of our hospitalist IT users and have an opinion, idea, or experience you would like to share, we would like to hear from you. Contact the Hospitalist IT Task Force at sjohnson@hospitalmedicine.org. TH

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The Hospitalist - 2008(02)
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Do you speak geek? If you haven’t already, you may hear that phrase or something similar in the halls of your hospital or institution.

As hospitals face the challenge of implementing computerized physician order entry (CPOE) and electronic medical records (EMRs), many hospitals are turning to hospitalists to help guide them through the complex and daunting task of translating a critical initiative into an information technology (IT) success story. More and more, hospitalists are asked to play any number of roles in leading their institution to the IT Promised Land. Are you one of these people? Do you want to be? Not sure how to get started or where to turn for help? Look no further—SHM is here to help.

Late last year, SHM convened a small group of hospitalists with extensive IT experience. The meeting led to the formation of SHM’s new Hospitalist IT Task Force and a list of initiatives to help those of you interested in bridging the gap between the hospital and IT. In addition to this laundry list of ideas, the group described a set of roles a hospitalist can play in facilitating a CPOE or other IT project. Hospitalists involved in IT can act as:

Communicators: There are gaps in knowledge and understanding between physicians and IT staff. Medical staff members might not understand the IT vocabulary/processes, while the IT staff might not be familiar with medical vocabulary/processes. Hospitalists must translate the clinical needs of the hospital for the IT community when implementing programs like CPOE.

Champions: Every project needs a champion to have a chance at success. Knowledgeable hospitalists can communicate the value of IT initiatives to the hospital and drive these projects to a positive conclusion. Hospitalists understand the implications of transitioning from a paper to electronic environment and can engage the right people and resources to support these initiatives.

Experienced leaders (power users): There is a growing community of hospitalists who have implemented CPOE/EMR and other IT initiatives. They have been in the trenches. They know what works and what doesn’t, and they understand the pros and cons of different solutions. They are power users of medical IT and possess significant knowledge that can help others.

Reviewers: Each hospital has to select a technical solution that fits its administrative and clinical needs. The hospital will evaluate multiple options and selecting the appropriate solution. Hospitalists who play the roles of communicator, champion, and/or experienced leader can be valuable when solutions are being reviewed and evaluated.

Have you served in one of these roles? Would you like to get more involved in IT? SHM’s Hospitalist IT Task Force is exploring different ways to assist our members. Potential initiatives include:

  • Developing an online resource of articles, reference material, and Web sites that provide guidance and support related to IT in a hospital setting;
  • Holding an open forum at Hospital Medicine 2008, SHM’s Annual Meeting from April 3-5 in San Diego, to discuss the roles, challenges, successes, and pitfalls encountered in IT initiatives; and
  • Creating other educational vehicles for hospitalists working with IT in their hospital.

The success of an IT project depends on having the right people at the table. They are committed to success, they make open and honest contributions, and they work to align the needs of the organization with the capabilities of the technical solution by taking users’ needs into full consideration.

SHM’s Hospitalist IT Task Force is working to develop the right solutions to help you improve your hospital or project. If you are one of our hospitalist IT users and have an opinion, idea, or experience you would like to share, we would like to hear from you. Contact the Hospitalist IT Task Force at sjohnson@hospitalmedicine.org. TH

Do you speak geek? If you haven’t already, you may hear that phrase or something similar in the halls of your hospital or institution.

As hospitals face the challenge of implementing computerized physician order entry (CPOE) and electronic medical records (EMRs), many hospitals are turning to hospitalists to help guide them through the complex and daunting task of translating a critical initiative into an information technology (IT) success story. More and more, hospitalists are asked to play any number of roles in leading their institution to the IT Promised Land. Are you one of these people? Do you want to be? Not sure how to get started or where to turn for help? Look no further—SHM is here to help.

Late last year, SHM convened a small group of hospitalists with extensive IT experience. The meeting led to the formation of SHM’s new Hospitalist IT Task Force and a list of initiatives to help those of you interested in bridging the gap between the hospital and IT. In addition to this laundry list of ideas, the group described a set of roles a hospitalist can play in facilitating a CPOE or other IT project. Hospitalists involved in IT can act as:

Communicators: There are gaps in knowledge and understanding between physicians and IT staff. Medical staff members might not understand the IT vocabulary/processes, while the IT staff might not be familiar with medical vocabulary/processes. Hospitalists must translate the clinical needs of the hospital for the IT community when implementing programs like CPOE.

Champions: Every project needs a champion to have a chance at success. Knowledgeable hospitalists can communicate the value of IT initiatives to the hospital and drive these projects to a positive conclusion. Hospitalists understand the implications of transitioning from a paper to electronic environment and can engage the right people and resources to support these initiatives.

Experienced leaders (power users): There is a growing community of hospitalists who have implemented CPOE/EMR and other IT initiatives. They have been in the trenches. They know what works and what doesn’t, and they understand the pros and cons of different solutions. They are power users of medical IT and possess significant knowledge that can help others.

Reviewers: Each hospital has to select a technical solution that fits its administrative and clinical needs. The hospital will evaluate multiple options and selecting the appropriate solution. Hospitalists who play the roles of communicator, champion, and/or experienced leader can be valuable when solutions are being reviewed and evaluated.

Have you served in one of these roles? Would you like to get more involved in IT? SHM’s Hospitalist IT Task Force is exploring different ways to assist our members. Potential initiatives include:

  • Developing an online resource of articles, reference material, and Web sites that provide guidance and support related to IT in a hospital setting;
  • Holding an open forum at Hospital Medicine 2008, SHM’s Annual Meeting from April 3-5 in San Diego, to discuss the roles, challenges, successes, and pitfalls encountered in IT initiatives; and
  • Creating other educational vehicles for hospitalists working with IT in their hospital.

The success of an IT project depends on having the right people at the table. They are committed to success, they make open and honest contributions, and they work to align the needs of the organization with the capabilities of the technical solution by taking users’ needs into full consideration.

SHM’s Hospitalist IT Task Force is working to develop the right solutions to help you improve your hospital or project. If you are one of our hospitalist IT users and have an opinion, idea, or experience you would like to share, we would like to hear from you. Contact the Hospitalist IT Task Force at sjohnson@hospitalmedicine.org. TH

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An Information Services Update

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An Information Services Update

As I sit here brainstorming the latest and greatest news from SHM and the folks at Information Services, it surprised me to realize that I have been with SHM for exactly two years.

When I look back at some of our accomplishments—launching a brand new SHM Web site, creating six new Web-based resource rooms around specific disease states, launching an online career center for hospitalists, and opening a hospitalist legislative advocacy center—I can’t help but think about the talented people who have brought us this far and how they will make your experience with SHM even more valuable and exciting in the years to come.

Our interactive designer, Bruce Hansen, came to SHM with a variety of skills and life experiences, including time spent working with the Peace Corps in the Ukraine. Bruce is our ace Web guru at SHM, and not only is he responsible for SHM’s Web site, but he also leads the development of the resource rooms that many of our members have come to use as a resource in their daily professional lives. Through Bruce’s leadership and intense dedication to making our Web site as easy for each of you to use as possible, you will begin to see dramatic improvements in the format of SHM’s Web site homepage. Coming in the summer of 2007, we will also be launching improvements on how to navigate and move through the Web site, making it much easier to get to the information you need.

In the Web-sphere, cool graphics and easy-to-use links are important, but content is king, and that has been the primary focus of our project assistant, Lubna Manna. Lubna came to SHM with a background in creating programs for PDAs and phones, which she will be drawing from as SHM begins to introduce resources for iPods and other handheld devices. In addition to helping many of our members with questions about our Web site, Lubna has been working with the staff at SHM to find new and dynamic ways to present the information you need, when you need it, through our Web site. Understanding how many of you currently use our Web site has given us a glimpse into what matters most, and Lubna is finding ways to change how and where we deliver information via the Web to make sure it is easy for you to find the information you need.

Our most recent addition to the Information Services team, Travis Kamps, our Web production assistant, is a wizard of sorts when it comes to anything new or cool on the Web or in other technologies. Over the next couple of months, Travis will work hand in hand with Bruce to create resource rooms that are easier to use and provide you with ways to access these quality improvement resources, whether you are just starting out in QI or are an old pro. With Travis’ help and guidance, we will also begin to see how the Internet and SHM can foster an online community in which hospitalists can network, share ideas and questions, and create a collaborative environment from which all of our members can benefit.

Of course, in any organization, there are many things that go on behind the scenes that others don’t see or know about. Have you ever wondered where all the maintenance and support staff at Disneyworld work? Believe it or not, they are just below your feet as you stroll down Main Street. In Information Services, a lot of what we do is just below your feet or behind the scenes, but we are here, and we are dedicated to finding new, creative, and innovative ways to ensure that you get the biggest bang for your buck from your SHM membership.

 

 

In the coming months, you will see improvements to your membership experience through the Web site, at the 2007 Annual Meeting, and in the products and services that are all part of your SHM membership. We are always trying to find new ways to provide you with the resources you need to make a difference in your hospital and in the healthcare that you provide. With your help and support, I am confident that the next two years will be exciting and valuable to you. TH

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The Hospitalist - 2007(04)
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As I sit here brainstorming the latest and greatest news from SHM and the folks at Information Services, it surprised me to realize that I have been with SHM for exactly two years.

When I look back at some of our accomplishments—launching a brand new SHM Web site, creating six new Web-based resource rooms around specific disease states, launching an online career center for hospitalists, and opening a hospitalist legislative advocacy center—I can’t help but think about the talented people who have brought us this far and how they will make your experience with SHM even more valuable and exciting in the years to come.

Our interactive designer, Bruce Hansen, came to SHM with a variety of skills and life experiences, including time spent working with the Peace Corps in the Ukraine. Bruce is our ace Web guru at SHM, and not only is he responsible for SHM’s Web site, but he also leads the development of the resource rooms that many of our members have come to use as a resource in their daily professional lives. Through Bruce’s leadership and intense dedication to making our Web site as easy for each of you to use as possible, you will begin to see dramatic improvements in the format of SHM’s Web site homepage. Coming in the summer of 2007, we will also be launching improvements on how to navigate and move through the Web site, making it much easier to get to the information you need.

In the Web-sphere, cool graphics and easy-to-use links are important, but content is king, and that has been the primary focus of our project assistant, Lubna Manna. Lubna came to SHM with a background in creating programs for PDAs and phones, which she will be drawing from as SHM begins to introduce resources for iPods and other handheld devices. In addition to helping many of our members with questions about our Web site, Lubna has been working with the staff at SHM to find new and dynamic ways to present the information you need, when you need it, through our Web site. Understanding how many of you currently use our Web site has given us a glimpse into what matters most, and Lubna is finding ways to change how and where we deliver information via the Web to make sure it is easy for you to find the information you need.

Our most recent addition to the Information Services team, Travis Kamps, our Web production assistant, is a wizard of sorts when it comes to anything new or cool on the Web or in other technologies. Over the next couple of months, Travis will work hand in hand with Bruce to create resource rooms that are easier to use and provide you with ways to access these quality improvement resources, whether you are just starting out in QI or are an old pro. With Travis’ help and guidance, we will also begin to see how the Internet and SHM can foster an online community in which hospitalists can network, share ideas and questions, and create a collaborative environment from which all of our members can benefit.

Of course, in any organization, there are many things that go on behind the scenes that others don’t see or know about. Have you ever wondered where all the maintenance and support staff at Disneyworld work? Believe it or not, they are just below your feet as you stroll down Main Street. In Information Services, a lot of what we do is just below your feet or behind the scenes, but we are here, and we are dedicated to finding new, creative, and innovative ways to ensure that you get the biggest bang for your buck from your SHM membership.

 

 

In the coming months, you will see improvements to your membership experience through the Web site, at the 2007 Annual Meeting, and in the products and services that are all part of your SHM membership. We are always trying to find new ways to provide you with the resources you need to make a difference in your hospital and in the healthcare that you provide. With your help and support, I am confident that the next two years will be exciting and valuable to you. TH

As I sit here brainstorming the latest and greatest news from SHM and the folks at Information Services, it surprised me to realize that I have been with SHM for exactly two years.

When I look back at some of our accomplishments—launching a brand new SHM Web site, creating six new Web-based resource rooms around specific disease states, launching an online career center for hospitalists, and opening a hospitalist legislative advocacy center—I can’t help but think about the talented people who have brought us this far and how they will make your experience with SHM even more valuable and exciting in the years to come.

Our interactive designer, Bruce Hansen, came to SHM with a variety of skills and life experiences, including time spent working with the Peace Corps in the Ukraine. Bruce is our ace Web guru at SHM, and not only is he responsible for SHM’s Web site, but he also leads the development of the resource rooms that many of our members have come to use as a resource in their daily professional lives. Through Bruce’s leadership and intense dedication to making our Web site as easy for each of you to use as possible, you will begin to see dramatic improvements in the format of SHM’s Web site homepage. Coming in the summer of 2007, we will also be launching improvements on how to navigate and move through the Web site, making it much easier to get to the information you need.

In the Web-sphere, cool graphics and easy-to-use links are important, but content is king, and that has been the primary focus of our project assistant, Lubna Manna. Lubna came to SHM with a background in creating programs for PDAs and phones, which she will be drawing from as SHM begins to introduce resources for iPods and other handheld devices. In addition to helping many of our members with questions about our Web site, Lubna has been working with the staff at SHM to find new and dynamic ways to present the information you need, when you need it, through our Web site. Understanding how many of you currently use our Web site has given us a glimpse into what matters most, and Lubna is finding ways to change how and where we deliver information via the Web to make sure it is easy for you to find the information you need.

Our most recent addition to the Information Services team, Travis Kamps, our Web production assistant, is a wizard of sorts when it comes to anything new or cool on the Web or in other technologies. Over the next couple of months, Travis will work hand in hand with Bruce to create resource rooms that are easier to use and provide you with ways to access these quality improvement resources, whether you are just starting out in QI or are an old pro. With Travis’ help and guidance, we will also begin to see how the Internet and SHM can foster an online community in which hospitalists can network, share ideas and questions, and create a collaborative environment from which all of our members can benefit.

Of course, in any organization, there are many things that go on behind the scenes that others don’t see or know about. Have you ever wondered where all the maintenance and support staff at Disneyworld work? Believe it or not, they are just below your feet as you stroll down Main Street. In Information Services, a lot of what we do is just below your feet or behind the scenes, but we are here, and we are dedicated to finding new, creative, and innovative ways to ensure that you get the biggest bang for your buck from your SHM membership.

 

 

In the coming months, you will see improvements to your membership experience through the Web site, at the 2007 Annual Meeting, and in the products and services that are all part of your SHM membership. We are always trying to find new ways to provide you with the resources you need to make a difference in your hospital and in the healthcare that you provide. With your help and support, I am confident that the next two years will be exciting and valuable to you. TH

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The Venous Thromboembolism Quality Improvement Resource Room

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Curriculum development: The venous thromboembolism quality improvement resource room

The goal of this article is to explain how the first in a series of online resource rooms provides trainees and hospitalists with quality improvement tools that can be applied locally to improve inpatient care.1 During the emergence and explosive growth of hospital medicine, the SHM recognized the need to revise training relating to inpatient care and hospital process design to meet the evolving expectation of hospitalists that their performance will be measured, to actively set quality parameters, and to lead multidisciplinary teams to improve hospital performance.2 Armed with the appropriate skill set, hospitalists would be uniquely situated to lead and manage improvements in processes in the hospitals in which they work.

The content of the first Society of Hospital Medicine (SHM) Quality Improvement Resource Room (QI RR) supports hospitalists leading a multidisciplinary team dedicated to improving inpatient outcomes by preventing hospital‐acquired venous thromboembolism (VTE), a common cause of morbidity and mortality in hospitalized patients.3 The SHM developed this educational resource in the context of numerous reports on the incidence of medical errors in US hospitals and calls for action to improve the quality of health care.'47 Hospital report cards on quality measures are now public record, and hospitals will require uniformity in practice among physicians. Hospitalists are increasingly expected to lead initiatives that will implement national standards in key practices such as VTE prophylaxis2.

The QI RRs of the SHM are a collection of electronic tools accessible through the SHM Web site. They are designed to enhance the readiness of hospitalists and members of the multidisciplinary inpatient team to redesign care at the institutional level. Although all performance improvement is ultimately occurs locally, many QI methods and tools transcend hospital geography and disease topic. Leveraging a Web‐based platform, the SHM QI RRs present hospitalists with a general approach to QI, enriched by customizable workbooks that can be downloaded to best meet user needs. This resource is an innovation in practice‐based learning, quality improvement, and systems‐based practice.

METHODS

Development of the first QI RR followed a series of steps described in Curriculum Development for Medical Education8 (for process and timeline, see Table 1). Inadequate VTE prophylaxis was identified as an ongoing widespread problem of health care underutilization despite randomized clinical trials supporting the efficacy of prophylaxis.9, 10 Mirroring the AHRQ's assessment of underutilization of VTE prophylaxis as the single most important safety priority,6 the first QI RR focused on VTE, with plans to cover additional clinical conditions over time. As experts in the care of inpatients, hospitalists should be able to take custody of predictable complications of serious illness, identify and lower barriers to prevention, critically review prophylaxis options, utilize hospital‐specific data, and devise strategies to bridge the gap between knowledge and practice. Already leaders of multidisciplinary care teams, hospitalists are primed to lead multidisciplinary improvement teams as well.

Process and Timelines
Phase 1 (January 2005April 2005): Executing the educational strategy
One‐hour conference calls
Curricular, clinical, technical, and creative aspects of production
Additional communication between members of working group between calls
Development of questionnaire for SHM membership, board, education, and hospital quality patient safety (HQPS) committees
Content freeze: fourth month of development
Implementation of revisions prior to April 2005 SHM Annual Meeting
Phase 2 (April 2005August 2005): revision based on feedback
Analysis of formative evaluation from Phase 1
Launch of the VTE QI RR August 2005
Secondary phases and venues for implementation
Workshops at hospital medicine educational events
SHM Quality course
Formal recognition of the learning, experience, or proficiency acquired by users
The working editorial team for the first resource room
Dedicated project manager (SHM staff)
Senior adviser for planning and development (SHM staff)
Senior adviser for education (SHM staff)
Content expert
Education editor
Hospital quality editor
Managing editor

Available data on the demographics of hospitalists and feedback from the SHM membership, leadership, and committees indicated that most learners would have minimal previous exposure to QI concepts and only a few years of management experience. Any previous quality improvement initiatives would tend to have been isolated, experimental, or smaller in scale. The resource rooms are designed to facilitate quality improvement learning among hospitalists that is practice‐based and immediately relevant to patient care. Measurable improvement in particular care processes or outcomes should correlate with actual learning.

The educational strategy of the SHM was predicated on ensuring that a quality and patient safety curriculum would retain clinical applicability in the hospital setting. This approach, grounded in adult learning principles and common to medical education, teaches general principles by framing the learning experience as problem centered.11 Several domains were identified as universally important to any quality improvement effort: raising awareness of a local performance gap, applying the best current evidence to practice, tapping the experience of others leading QI efforts, and using measurements derived from rapid‐cycle tests of change. Such a template delineates the components of successful QI planning, implementation, and evaluation and provides users with a familiar RR format applicable to improving any care process, not just VTE.

The Internet was chosen as the mechanism for delivering training on the basis of previous surveys of the SHM membership in which members expressed a preference for electronic and Web‐based forms of educational content delivery. Drawing from the example of other organizations teaching quality improvement, including the Institute for Healthcare Improvement and Intermountain Health Care, the SHM valued the ubiquity of a Web‐based educational resource. To facilitate on‐the‐job training, the first SHM QI RR provides a comprehensive tool kit to guide hospitalists through the process of advocating, developing, implementing, and evaluating a QI initiative for VTE.

Prior to launching the resource room, formative input was collected from SHM leaders, a panel of education and QI experts, and attendees of the society's annual meetings. Such input followed each significant step in the development of the RR curricula. For example, visitors at a kiosk at the 2005 SHM annual meeting completed surveys as they navigated through the VTE QI RR. This focused feedback shaped prelaunch development. The ultimate performance evaluation and feedback for the QI RR curricula will be gauged by user reports of measurable improvement in specific hospital process or outcomes measures. The VTE QI RR was launched in August 2005 and promoted at the SHM Web site.

RESULTS

The content and layout of the VTE QI RR are depicted in Figure 1. The self‐directed learner may navigate through the entire resource room or just select areas for study. Those likely to visit only a single area are individuals looking for guidance to support discrete roles on the improvement team: champion, clinical leader, facilitator of the QI process, or educator of staff or patient audiences (see Figure 2).

Figure 1
QI Resource Room Landing Page.
Figure 2
Suggested uses of content areas in the VTE QI Resource Room.

Why Should You Act?

The visual center of the QI RR layout presents sobering statisticsalthough pulmonary embolism from deep vein thrombosis is the most common cause of preventable hospital death, most hospitalized medical patients at risk do not receive appropriate prophylaxisand then encourages hospitalist‐led action to reduce hospital‐acquired VTE. The role of the hospitalist is extracted from the competencies articulated in the Venous Thromboembolism, Quality Improvement, and Hospitalist as Teacher chapters of The Core Competencies in Hospital Medicine.2

Awareness

In the Awareness area of the VTE QI RR, materials to raise clinician, hospital staff, and patient awareness are suggested and made available. Through the SHM's lead sponsorship of the national DVT Awareness Month campaign, suggested Steps to Action depict exactly how a hospital medicine service can use the campaign's materials to raise institutional support for tackling this preventable problem.

Evidence

The Evidence section aggregates a list of the most pertinent VTE prophylaxis literature to help ground any QI effort firmly in the evidence base. Through an agreement with the American College of Physicians (ACP), VTE prophylaxis articles reviewed in the ACP Journal Club are presented here.12 Although the listed literature focuses on prophylaxis, plans are in place to include references on diagnosis and treatment.

Experience

Resource room visitors interested in tapping into the experience of hospitalists and other leaders of QI efforts can navigate directly to this area. Interactive resources here include downloadable and adaptable protocols for VTE prophylaxis and, most importantly, improvement stories profiling actual QI successes. The Experience section features comments from an author of a seminal trial that studied computer alerts for high‐risk patients not receiving prophylaxis.10 The educational goal of this section of the QI RR is to provide opportunities to learn from successful QI projects, from the composition of the improvement team to the relevant metrics, implementation plan, and next steps.

Ask the Expert

The most interactive part of the resource room, the Ask the Expert forum, provides a hybrid of experience and evidence. A visitor who posts a clinical or improvement question to this discussion community receives a multidisciplinary response. For each question posted, a hospitalist moderator collects and aggregates responses from a panel of VTE experts, QI experts, hospitalist teachers, and pharmacists. The online exchange permitted by this forum promotes wider debate and learning. The questions and responses are archived and thus are available for subsequent users to read.

Improve

This area features the focal point of the entire resource room, the VTE QI workbook, which was written and designed to provide action‐oriented learning in quality improvement. The workbook is a downloadable project outline to guide and document efforts aimed at reducing rates of hospital‐acquired VTE. Hospitalists who complete the workbook should have acquired familiarity with and a working proficiency in leading system‐level efforts to drive better patient care. Users new to the theory and practice of QI can also review key concepts from a slide presentation in this part of the resource room.

Educate

This content area profiles the hospital medicine core competencies that relate to VTE and QI while also offering teaching materials and advice for teachers of VTE or QI. Teaching resources for clinician educators include online CME and an up‐to‐date slide lecture about VTE prophylaxis. The lecture presentation can be downloaded and customized to serve the needs of the speaker and the audience, whether students, residents, or other hospital staff. Clinician educators can also share or review teaching pearls used by hospitalist colleagues who serve as ward attendings.

DISCUSSION

A case example, shown in Figure 3, demonstrates how content accessible through the SHM VTE QI RR may be used to catalyze a local quality improvement effort.

Figure 3
Case example: the need for quality improvement.

Hospitals will be measured on rates of VTE prophylaxis on medical and surgical services. Failure to standardize prophylaxis among different physician groups may adversely affect overall performance, with implications for both patient care and accreditation. The lack of a agreed‐on gold standard of what constitutes appropriate prophylaxis for a given patient does not absolve an institution of the duty to implement its own standards. The challenge of achieving local consensus on appropriate prophylaxis should not outweigh the urgency to address preventable in‐hospital deaths. In caring for increasing numbers of general medical and surgical patients, hospitalists are likely to be asked to develop and implement a protocol for VTE prophylaxis that can be used hospitalwide. In many instances hospitalists will accept this charge in the aftermath of previous hospital failures in which admission order sets or VTE assessment protocols were launched but never widely implemented. As the National Quality Forum or JCAHO regulations for uniformity among hospitals shift VTE prophylaxis from being voluntary to compulsory, hospitalists will need to develop improvement strategies that have greater reliability.

Hospitalists with no formal training in either vascular medicine or quality improvement may not be able to immediately cite the most current data about VTE prophylaxis rates and regimens and may not have the time to enroll in a training course on quality improvement. How would hospitalists determine baseline rates of appropriate VTE prophylaxis? How can medical education be used to build consensus and recruit support from other physicians? What should be the scope of the QI initiative, and what patient population should be targeted for intervention?

The goal of the SHM QI RR is to provide the tools and the framework to help hospitalists develop, implement, and manage a VTE prophylaxis quality improvement initiative. Suggested Steps to Action in the Awareness section depict exactly how a hospital medicine service can use the campaign's materials to raise institutional support for tackling this preventable problem. Hospital quality officers can direct the hospital's public relations department to the Awareness section for DVT Awareness Month materials, including public service announcements in audio, visual, and print formats. The hold music at the hospital can be temporarily replaced, television kiosks can be set up to run video loops, and banners can be printed and hung in central locations, all to get out the message simultaneously to patients and medical staff.

The Evidence section of the VTE QI RR references a key benchmark study, the DVT‐Free Prospective Registry.9 This study reported that at 183 sites in North America and Europe, more than twice as many medical patients as surgical patients failed to receive prophylaxis. The Evidence section includes the 7th American College of Chest Physicians Consensus Conference on Antithrombotic and Thrombolytic Therapy and also highlights 3 randomized placebo‐controlled clinical trials (MEDENOX 1999, ARTEMIS 2003, and PREVENT 2004) that have reported significant reduction of risk of VTE (50%‐60%) from pharmacologic prophylaxis in moderate‐risk medical inpatients.1315 Review of the data helps to determine which patient population to study first, which prophylaxis options a hospital could deploy appropriately, and the expected magnitude of the effect. Because the literature has already been narrowed and is kept current, hospitalists can save time in answering a range of questions, from the most commonly agreed‐on factors to stratify risk to which populations require alternative interventions.

The Experience section references the first clinical trial demonstrating improved patient outcomes from a quality improvement initiative aimed at improving utilization of VTE prophylaxis.10 At the large teaching hospital where the electronic alerts were studied, a preexisting wealth of educational information on the hospital Web site, in the form of multiple seminars and lectures on VTE prophylaxis by opinion leaders and international experts, had little impact on practice. For this reason, the investigators implemented a trial of how to change physician behavior by introducing a point‐of‐care intervention, the computer alerts. Clinicians prompted by an electronic alert to consider DVT prophylaxis for at‐risk patients employed nearly double the rate of pharmacologic prophylaxis and reduced the incidence of DVT or pulmonary embolism (PE) by 41%. This study suggests that a change introduced to the clinical workflow can improve evidence‐based VTE prophylaxis and also can reduce the incidence of VTE in acutely ill hospitalized patients.

We believe that if hospitalists use the current evidence and experience assembled in the VTE QI RR, they could develop and lead a systematic approach to improving utilization of VTE prophylaxis. Although there is no gold standard method for integrating VTE risk assessment into clinical workflow, the VTE QI RR presents key lessons both from the literature and real world experiences. The crucial take‐home message is that hospitalists can facilitate implementation of VTE risk assessments if they stress simplicity (ie, the sick, old, surgery benefit), link the risk assessment to a menu of evidence‐based prophylaxis options, and require assessment of VTE risk as part of a regular routine (on admission and at regular intervals). Although many hospitals do not yet have computerized entry of physician orders, the simple 4‐point VTE risk assessment described by Kucher et al might be applied to other hospitals.10 The 4‐point system would identify the patients at highest risk, a reasonable starting point for a QI initiative. Whatever the modelCPOE alerts of very high‐risk patients, CPOE‐forced VTE risk assessments, nursing assessments, or paper‐based order setsregular VTE risk assessment can be incorporated into the daily routine of hospital care.

The QI workbook sequences the steps of a multidisciplinary improvement team and prompts users to set specific goals, collect practical metrics, and conduct plan‐do‐study‐act (PDSA) cycles of learning and action (Figure 4). Hospitalists and other team members can use the information in the workbook to estimate the prevalence of use of the appropriate VTE prophylaxis and the incidence of hospital‐acquired VTE at their medical centers, develop a suitable VTE risk assessment model, and plan interventions. Starting with all patients admitted to one nurse on one unit, then expanding to an entire nursing unit, an improvement team could implement rapid PDSA cycles to iron out the wrinkles of a risk assessment protocol. After demonstrating a measurable benefit for the patients at highest risk, the team would then be expected to capture more patients at risk for VTE by modifying the risk assessment protocol to identify moderate‐risk patients (hospitalized patients with one risk factor), as in the MEDENOX, ARTEMIS, and PREVENT clinical trials. Within the first several months, the QI intervention could be expanded to more nursing units. An improvement report profiling a clinically important increase in the rate of appropriate VTE prophylaxis would advocate for additional local resources and projects.

Figure 4
Table of contents of the VTE QI workbook, by Greg Maynard.

As questions arise in assembling an improvement team, setting useful aims and metrics, choosing interventions, implementing and studying change, or collecting performance data, hospitalists can review answers to questions already posted and post their own questions in the Ask the Expert area. For example, one user asked whether there was a standard risk assessment tool for identifying patients at high risk of VTE. Another asked about the use of unfractionated heparin as a low‐cost alternative to low‐molecular‐weight heparin. Both these questions were answered within 24 hours by the content editor of the VTE QI RR and, for one question, also by 2 pharmacists and an international expert in VTE.

As other hospitalists begin de novo efforts of their own, success stories and strategies posted in the online forums of the VTE QI RR will be an evolving resource for basic know‐how and innovation.

Suggestions from a community of resource room users will be solicited, evaluated, and incorporated into the QI RR in order to improve its educational value and utility. The curricula could also be adapted or refined by others with an interest in systems‐based care or practice‐based learning, such as directors of residency training programs.

CONCLUSIONS

The QI RRs bring QI theory and practice to the hospitalist, when and wherever it is wanted, minimizing time away from patient care. The workbook links theory to practice and can be used to launch, sustain, and document a local VTE‐specific QI initiative. A range of experience is accommodated. Content is provided in a way that enables the user to immediately apply and adapt it to a local contextusers can access and download the subset of tools that best meet their needs. For practicing hospitalists, this QI resource offers an opportunity to bridge the training gap in systems‐based hospital care and should increase the quality and quantity of and support for opportunities to lead successful QI projects.

The Accreditation Council of Graduate Medical Education (ACGME) now requires education in health care systems, a requirement not previously mandated for traditional medical residency programs.17 Because the resource rooms should increase the number of hospitalists competently leading local efforts that achieve measurable gains in hospital outcomes, a wider potential constituency also includes residency program directors, internal medicine residents, physician assistants and nurse‐practitioners, nurses, hospital quality officers, and hospital medicine practice leaders.

Further research is needed to determine the clinical impact of the VTE QI workbook on outcomes for hospitalized patients. The effectiveness of such an educational method should be evaluated, at least in part, by documenting changes in clinically important process and outcome measures, in this case those specific to hospital‐acquired VTE. Investigation also will need to generate an impact assessment to see if the curricula are effective in meeting the strategic educational goals of the Society of Hospital Medicine. Further investigation will examine whether this resource can help residency training programs achieve ACGME goals for practice‐based learning and systems‐based care.

References
  1. Society of Hospital Medicine Available at: http://www.hospitalmedicine.org/AM/Template.cfm?Section=Quality_Improvement_Resource_Rooms1(suppl 1).
  2. Anderson FA,Wheeler HB,Goldberg RJ,Hosmer DW,Forcier A,Patwardham NA.Physician practices in the prevention of venous thromboembolism.Arch Intern Med.1991;151:933938.
  3. Kohn LT,Corrigan JM,Donaldson MS, eds.To Err Is Human.Washington, DC:National Academy Press;2000.
  4. Institute of Medicinehttp://www.iom.edu/CMS/3718.aspx
  5. Shojania KG,Duncan BW,McDonald KM,Wachter RM, eds.Making health care safer: a critical analysis of patient safety practices.Agency for Healthcare Research and Quality, Publication 01‐E058;2001.
  6. Joint Commission on the Accreditation of Health Care Organizations. Public policy initiatives. Available at: http://www.jcaho.org/about+us/public+policy+initiatives/pay_for_performance.htm
  7. Kern DE.Curriculum Development for Medical Education: A Six‐Step Approach.Baltimore, Md:Johns Hopkins University Press;1998.
  8. Goldhaber SZ,Tapson VF;DVT FREE Steering Committee.A prospective registry of 5,451 patients with ultrasound‐confirmed deep vein thrombosis.Am J Cardiol.2004;93:259.
  9. Kucher N,Koo S,Quiroz R, et al.Electronic alerts to prevent venous thromboembolism among hospitalized patients.N Engl J Med.2005;352:969.
  10. Barnes LB,Christensen CR,Hersent AJ.Teaching the Case Method.3rd ed.Cambridge, Mass :Harvard Business School.
  11. American College of Physicians. Available at: http://www.acpjc.org/?hp
  12. Samama MM,Cohen AT,Darmon JY, et al.MEDENOX trial.N Engl J Med.1999;341:793800.
  13. Cohen A,Gallus AS,Lassen MR.Fondaparinux versus placebo for the prevention of VTE in acutely ill medical patients (ARTEMIS).J Thromb Haemost.2003;1(suppl 1):2046.
  14. Leizorovicz A,Cohen AT,Turpie AG,Olsson CG,Vaitkus PT,Goldhaber SZ.PREVENT Medical Thromboprophylaxis Study Group.Circulation.2004;110:874879.
  15. Avorn J,Winkelmayer W.Comparing the costs, risks and benefits of competing strategies for the primary prevention of VTE.Circulation.2004;110:IV25IV32.
  16. Accreditation Council for Graduate Medical Education. Available at: http://www.acgme.org/acWebsite/programDir/pd_index.asp.
Article PDF
Issue
Journal of Hospital Medicine - 1(2)
Publications
Page Number
124-132
Legacy Keywords
curriculum development, quality improvement, web‐based education, hospitalist
Sections
Article PDF
Article PDF

The goal of this article is to explain how the first in a series of online resource rooms provides trainees and hospitalists with quality improvement tools that can be applied locally to improve inpatient care.1 During the emergence and explosive growth of hospital medicine, the SHM recognized the need to revise training relating to inpatient care and hospital process design to meet the evolving expectation of hospitalists that their performance will be measured, to actively set quality parameters, and to lead multidisciplinary teams to improve hospital performance.2 Armed with the appropriate skill set, hospitalists would be uniquely situated to lead and manage improvements in processes in the hospitals in which they work.

The content of the first Society of Hospital Medicine (SHM) Quality Improvement Resource Room (QI RR) supports hospitalists leading a multidisciplinary team dedicated to improving inpatient outcomes by preventing hospital‐acquired venous thromboembolism (VTE), a common cause of morbidity and mortality in hospitalized patients.3 The SHM developed this educational resource in the context of numerous reports on the incidence of medical errors in US hospitals and calls for action to improve the quality of health care.'47 Hospital report cards on quality measures are now public record, and hospitals will require uniformity in practice among physicians. Hospitalists are increasingly expected to lead initiatives that will implement national standards in key practices such as VTE prophylaxis2.

The QI RRs of the SHM are a collection of electronic tools accessible through the SHM Web site. They are designed to enhance the readiness of hospitalists and members of the multidisciplinary inpatient team to redesign care at the institutional level. Although all performance improvement is ultimately occurs locally, many QI methods and tools transcend hospital geography and disease topic. Leveraging a Web‐based platform, the SHM QI RRs present hospitalists with a general approach to QI, enriched by customizable workbooks that can be downloaded to best meet user needs. This resource is an innovation in practice‐based learning, quality improvement, and systems‐based practice.

METHODS

Development of the first QI RR followed a series of steps described in Curriculum Development for Medical Education8 (for process and timeline, see Table 1). Inadequate VTE prophylaxis was identified as an ongoing widespread problem of health care underutilization despite randomized clinical trials supporting the efficacy of prophylaxis.9, 10 Mirroring the AHRQ's assessment of underutilization of VTE prophylaxis as the single most important safety priority,6 the first QI RR focused on VTE, with plans to cover additional clinical conditions over time. As experts in the care of inpatients, hospitalists should be able to take custody of predictable complications of serious illness, identify and lower barriers to prevention, critically review prophylaxis options, utilize hospital‐specific data, and devise strategies to bridge the gap between knowledge and practice. Already leaders of multidisciplinary care teams, hospitalists are primed to lead multidisciplinary improvement teams as well.

Process and Timelines
Phase 1 (January 2005April 2005): Executing the educational strategy
One‐hour conference calls
Curricular, clinical, technical, and creative aspects of production
Additional communication between members of working group between calls
Development of questionnaire for SHM membership, board, education, and hospital quality patient safety (HQPS) committees
Content freeze: fourth month of development
Implementation of revisions prior to April 2005 SHM Annual Meeting
Phase 2 (April 2005August 2005): revision based on feedback
Analysis of formative evaluation from Phase 1
Launch of the VTE QI RR August 2005
Secondary phases and venues for implementation
Workshops at hospital medicine educational events
SHM Quality course
Formal recognition of the learning, experience, or proficiency acquired by users
The working editorial team for the first resource room
Dedicated project manager (SHM staff)
Senior adviser for planning and development (SHM staff)
Senior adviser for education (SHM staff)
Content expert
Education editor
Hospital quality editor
Managing editor

Available data on the demographics of hospitalists and feedback from the SHM membership, leadership, and committees indicated that most learners would have minimal previous exposure to QI concepts and only a few years of management experience. Any previous quality improvement initiatives would tend to have been isolated, experimental, or smaller in scale. The resource rooms are designed to facilitate quality improvement learning among hospitalists that is practice‐based and immediately relevant to patient care. Measurable improvement in particular care processes or outcomes should correlate with actual learning.

The educational strategy of the SHM was predicated on ensuring that a quality and patient safety curriculum would retain clinical applicability in the hospital setting. This approach, grounded in adult learning principles and common to medical education, teaches general principles by framing the learning experience as problem centered.11 Several domains were identified as universally important to any quality improvement effort: raising awareness of a local performance gap, applying the best current evidence to practice, tapping the experience of others leading QI efforts, and using measurements derived from rapid‐cycle tests of change. Such a template delineates the components of successful QI planning, implementation, and evaluation and provides users with a familiar RR format applicable to improving any care process, not just VTE.

The Internet was chosen as the mechanism for delivering training on the basis of previous surveys of the SHM membership in which members expressed a preference for electronic and Web‐based forms of educational content delivery. Drawing from the example of other organizations teaching quality improvement, including the Institute for Healthcare Improvement and Intermountain Health Care, the SHM valued the ubiquity of a Web‐based educational resource. To facilitate on‐the‐job training, the first SHM QI RR provides a comprehensive tool kit to guide hospitalists through the process of advocating, developing, implementing, and evaluating a QI initiative for VTE.

Prior to launching the resource room, formative input was collected from SHM leaders, a panel of education and QI experts, and attendees of the society's annual meetings. Such input followed each significant step in the development of the RR curricula. For example, visitors at a kiosk at the 2005 SHM annual meeting completed surveys as they navigated through the VTE QI RR. This focused feedback shaped prelaunch development. The ultimate performance evaluation and feedback for the QI RR curricula will be gauged by user reports of measurable improvement in specific hospital process or outcomes measures. The VTE QI RR was launched in August 2005 and promoted at the SHM Web site.

RESULTS

The content and layout of the VTE QI RR are depicted in Figure 1. The self‐directed learner may navigate through the entire resource room or just select areas for study. Those likely to visit only a single area are individuals looking for guidance to support discrete roles on the improvement team: champion, clinical leader, facilitator of the QI process, or educator of staff or patient audiences (see Figure 2).

Figure 1
QI Resource Room Landing Page.
Figure 2
Suggested uses of content areas in the VTE QI Resource Room.

Why Should You Act?

The visual center of the QI RR layout presents sobering statisticsalthough pulmonary embolism from deep vein thrombosis is the most common cause of preventable hospital death, most hospitalized medical patients at risk do not receive appropriate prophylaxisand then encourages hospitalist‐led action to reduce hospital‐acquired VTE. The role of the hospitalist is extracted from the competencies articulated in the Venous Thromboembolism, Quality Improvement, and Hospitalist as Teacher chapters of The Core Competencies in Hospital Medicine.2

Awareness

In the Awareness area of the VTE QI RR, materials to raise clinician, hospital staff, and patient awareness are suggested and made available. Through the SHM's lead sponsorship of the national DVT Awareness Month campaign, suggested Steps to Action depict exactly how a hospital medicine service can use the campaign's materials to raise institutional support for tackling this preventable problem.

Evidence

The Evidence section aggregates a list of the most pertinent VTE prophylaxis literature to help ground any QI effort firmly in the evidence base. Through an agreement with the American College of Physicians (ACP), VTE prophylaxis articles reviewed in the ACP Journal Club are presented here.12 Although the listed literature focuses on prophylaxis, plans are in place to include references on diagnosis and treatment.

Experience

Resource room visitors interested in tapping into the experience of hospitalists and other leaders of QI efforts can navigate directly to this area. Interactive resources here include downloadable and adaptable protocols for VTE prophylaxis and, most importantly, improvement stories profiling actual QI successes. The Experience section features comments from an author of a seminal trial that studied computer alerts for high‐risk patients not receiving prophylaxis.10 The educational goal of this section of the QI RR is to provide opportunities to learn from successful QI projects, from the composition of the improvement team to the relevant metrics, implementation plan, and next steps.

Ask the Expert

The most interactive part of the resource room, the Ask the Expert forum, provides a hybrid of experience and evidence. A visitor who posts a clinical or improvement question to this discussion community receives a multidisciplinary response. For each question posted, a hospitalist moderator collects and aggregates responses from a panel of VTE experts, QI experts, hospitalist teachers, and pharmacists. The online exchange permitted by this forum promotes wider debate and learning. The questions and responses are archived and thus are available for subsequent users to read.

Improve

This area features the focal point of the entire resource room, the VTE QI workbook, which was written and designed to provide action‐oriented learning in quality improvement. The workbook is a downloadable project outline to guide and document efforts aimed at reducing rates of hospital‐acquired VTE. Hospitalists who complete the workbook should have acquired familiarity with and a working proficiency in leading system‐level efforts to drive better patient care. Users new to the theory and practice of QI can also review key concepts from a slide presentation in this part of the resource room.

Educate

This content area profiles the hospital medicine core competencies that relate to VTE and QI while also offering teaching materials and advice for teachers of VTE or QI. Teaching resources for clinician educators include online CME and an up‐to‐date slide lecture about VTE prophylaxis. The lecture presentation can be downloaded and customized to serve the needs of the speaker and the audience, whether students, residents, or other hospital staff. Clinician educators can also share or review teaching pearls used by hospitalist colleagues who serve as ward attendings.

DISCUSSION

A case example, shown in Figure 3, demonstrates how content accessible through the SHM VTE QI RR may be used to catalyze a local quality improvement effort.

Figure 3
Case example: the need for quality improvement.

Hospitals will be measured on rates of VTE prophylaxis on medical and surgical services. Failure to standardize prophylaxis among different physician groups may adversely affect overall performance, with implications for both patient care and accreditation. The lack of a agreed‐on gold standard of what constitutes appropriate prophylaxis for a given patient does not absolve an institution of the duty to implement its own standards. The challenge of achieving local consensus on appropriate prophylaxis should not outweigh the urgency to address preventable in‐hospital deaths. In caring for increasing numbers of general medical and surgical patients, hospitalists are likely to be asked to develop and implement a protocol for VTE prophylaxis that can be used hospitalwide. In many instances hospitalists will accept this charge in the aftermath of previous hospital failures in which admission order sets or VTE assessment protocols were launched but never widely implemented. As the National Quality Forum or JCAHO regulations for uniformity among hospitals shift VTE prophylaxis from being voluntary to compulsory, hospitalists will need to develop improvement strategies that have greater reliability.

Hospitalists with no formal training in either vascular medicine or quality improvement may not be able to immediately cite the most current data about VTE prophylaxis rates and regimens and may not have the time to enroll in a training course on quality improvement. How would hospitalists determine baseline rates of appropriate VTE prophylaxis? How can medical education be used to build consensus and recruit support from other physicians? What should be the scope of the QI initiative, and what patient population should be targeted for intervention?

The goal of the SHM QI RR is to provide the tools and the framework to help hospitalists develop, implement, and manage a VTE prophylaxis quality improvement initiative. Suggested Steps to Action in the Awareness section depict exactly how a hospital medicine service can use the campaign's materials to raise institutional support for tackling this preventable problem. Hospital quality officers can direct the hospital's public relations department to the Awareness section for DVT Awareness Month materials, including public service announcements in audio, visual, and print formats. The hold music at the hospital can be temporarily replaced, television kiosks can be set up to run video loops, and banners can be printed and hung in central locations, all to get out the message simultaneously to patients and medical staff.

The Evidence section of the VTE QI RR references a key benchmark study, the DVT‐Free Prospective Registry.9 This study reported that at 183 sites in North America and Europe, more than twice as many medical patients as surgical patients failed to receive prophylaxis. The Evidence section includes the 7th American College of Chest Physicians Consensus Conference on Antithrombotic and Thrombolytic Therapy and also highlights 3 randomized placebo‐controlled clinical trials (MEDENOX 1999, ARTEMIS 2003, and PREVENT 2004) that have reported significant reduction of risk of VTE (50%‐60%) from pharmacologic prophylaxis in moderate‐risk medical inpatients.1315 Review of the data helps to determine which patient population to study first, which prophylaxis options a hospital could deploy appropriately, and the expected magnitude of the effect. Because the literature has already been narrowed and is kept current, hospitalists can save time in answering a range of questions, from the most commonly agreed‐on factors to stratify risk to which populations require alternative interventions.

The Experience section references the first clinical trial demonstrating improved patient outcomes from a quality improvement initiative aimed at improving utilization of VTE prophylaxis.10 At the large teaching hospital where the electronic alerts were studied, a preexisting wealth of educational information on the hospital Web site, in the form of multiple seminars and lectures on VTE prophylaxis by opinion leaders and international experts, had little impact on practice. For this reason, the investigators implemented a trial of how to change physician behavior by introducing a point‐of‐care intervention, the computer alerts. Clinicians prompted by an electronic alert to consider DVT prophylaxis for at‐risk patients employed nearly double the rate of pharmacologic prophylaxis and reduced the incidence of DVT or pulmonary embolism (PE) by 41%. This study suggests that a change introduced to the clinical workflow can improve evidence‐based VTE prophylaxis and also can reduce the incidence of VTE in acutely ill hospitalized patients.

We believe that if hospitalists use the current evidence and experience assembled in the VTE QI RR, they could develop and lead a systematic approach to improving utilization of VTE prophylaxis. Although there is no gold standard method for integrating VTE risk assessment into clinical workflow, the VTE QI RR presents key lessons both from the literature and real world experiences. The crucial take‐home message is that hospitalists can facilitate implementation of VTE risk assessments if they stress simplicity (ie, the sick, old, surgery benefit), link the risk assessment to a menu of evidence‐based prophylaxis options, and require assessment of VTE risk as part of a regular routine (on admission and at regular intervals). Although many hospitals do not yet have computerized entry of physician orders, the simple 4‐point VTE risk assessment described by Kucher et al might be applied to other hospitals.10 The 4‐point system would identify the patients at highest risk, a reasonable starting point for a QI initiative. Whatever the modelCPOE alerts of very high‐risk patients, CPOE‐forced VTE risk assessments, nursing assessments, or paper‐based order setsregular VTE risk assessment can be incorporated into the daily routine of hospital care.

The QI workbook sequences the steps of a multidisciplinary improvement team and prompts users to set specific goals, collect practical metrics, and conduct plan‐do‐study‐act (PDSA) cycles of learning and action (Figure 4). Hospitalists and other team members can use the information in the workbook to estimate the prevalence of use of the appropriate VTE prophylaxis and the incidence of hospital‐acquired VTE at their medical centers, develop a suitable VTE risk assessment model, and plan interventions. Starting with all patients admitted to one nurse on one unit, then expanding to an entire nursing unit, an improvement team could implement rapid PDSA cycles to iron out the wrinkles of a risk assessment protocol. After demonstrating a measurable benefit for the patients at highest risk, the team would then be expected to capture more patients at risk for VTE by modifying the risk assessment protocol to identify moderate‐risk patients (hospitalized patients with one risk factor), as in the MEDENOX, ARTEMIS, and PREVENT clinical trials. Within the first several months, the QI intervention could be expanded to more nursing units. An improvement report profiling a clinically important increase in the rate of appropriate VTE prophylaxis would advocate for additional local resources and projects.

Figure 4
Table of contents of the VTE QI workbook, by Greg Maynard.

As questions arise in assembling an improvement team, setting useful aims and metrics, choosing interventions, implementing and studying change, or collecting performance data, hospitalists can review answers to questions already posted and post their own questions in the Ask the Expert area. For example, one user asked whether there was a standard risk assessment tool for identifying patients at high risk of VTE. Another asked about the use of unfractionated heparin as a low‐cost alternative to low‐molecular‐weight heparin. Both these questions were answered within 24 hours by the content editor of the VTE QI RR and, for one question, also by 2 pharmacists and an international expert in VTE.

As other hospitalists begin de novo efforts of their own, success stories and strategies posted in the online forums of the VTE QI RR will be an evolving resource for basic know‐how and innovation.

Suggestions from a community of resource room users will be solicited, evaluated, and incorporated into the QI RR in order to improve its educational value and utility. The curricula could also be adapted or refined by others with an interest in systems‐based care or practice‐based learning, such as directors of residency training programs.

CONCLUSIONS

The QI RRs bring QI theory and practice to the hospitalist, when and wherever it is wanted, minimizing time away from patient care. The workbook links theory to practice and can be used to launch, sustain, and document a local VTE‐specific QI initiative. A range of experience is accommodated. Content is provided in a way that enables the user to immediately apply and adapt it to a local contextusers can access and download the subset of tools that best meet their needs. For practicing hospitalists, this QI resource offers an opportunity to bridge the training gap in systems‐based hospital care and should increase the quality and quantity of and support for opportunities to lead successful QI projects.

The Accreditation Council of Graduate Medical Education (ACGME) now requires education in health care systems, a requirement not previously mandated for traditional medical residency programs.17 Because the resource rooms should increase the number of hospitalists competently leading local efforts that achieve measurable gains in hospital outcomes, a wider potential constituency also includes residency program directors, internal medicine residents, physician assistants and nurse‐practitioners, nurses, hospital quality officers, and hospital medicine practice leaders.

Further research is needed to determine the clinical impact of the VTE QI workbook on outcomes for hospitalized patients. The effectiveness of such an educational method should be evaluated, at least in part, by documenting changes in clinically important process and outcome measures, in this case those specific to hospital‐acquired VTE. Investigation also will need to generate an impact assessment to see if the curricula are effective in meeting the strategic educational goals of the Society of Hospital Medicine. Further investigation will examine whether this resource can help residency training programs achieve ACGME goals for practice‐based learning and systems‐based care.

The goal of this article is to explain how the first in a series of online resource rooms provides trainees and hospitalists with quality improvement tools that can be applied locally to improve inpatient care.1 During the emergence and explosive growth of hospital medicine, the SHM recognized the need to revise training relating to inpatient care and hospital process design to meet the evolving expectation of hospitalists that their performance will be measured, to actively set quality parameters, and to lead multidisciplinary teams to improve hospital performance.2 Armed with the appropriate skill set, hospitalists would be uniquely situated to lead and manage improvements in processes in the hospitals in which they work.

The content of the first Society of Hospital Medicine (SHM) Quality Improvement Resource Room (QI RR) supports hospitalists leading a multidisciplinary team dedicated to improving inpatient outcomes by preventing hospital‐acquired venous thromboembolism (VTE), a common cause of morbidity and mortality in hospitalized patients.3 The SHM developed this educational resource in the context of numerous reports on the incidence of medical errors in US hospitals and calls for action to improve the quality of health care.'47 Hospital report cards on quality measures are now public record, and hospitals will require uniformity in practice among physicians. Hospitalists are increasingly expected to lead initiatives that will implement national standards in key practices such as VTE prophylaxis2.

The QI RRs of the SHM are a collection of electronic tools accessible through the SHM Web site. They are designed to enhance the readiness of hospitalists and members of the multidisciplinary inpatient team to redesign care at the institutional level. Although all performance improvement is ultimately occurs locally, many QI methods and tools transcend hospital geography and disease topic. Leveraging a Web‐based platform, the SHM QI RRs present hospitalists with a general approach to QI, enriched by customizable workbooks that can be downloaded to best meet user needs. This resource is an innovation in practice‐based learning, quality improvement, and systems‐based practice.

METHODS

Development of the first QI RR followed a series of steps described in Curriculum Development for Medical Education8 (for process and timeline, see Table 1). Inadequate VTE prophylaxis was identified as an ongoing widespread problem of health care underutilization despite randomized clinical trials supporting the efficacy of prophylaxis.9, 10 Mirroring the AHRQ's assessment of underutilization of VTE prophylaxis as the single most important safety priority,6 the first QI RR focused on VTE, with plans to cover additional clinical conditions over time. As experts in the care of inpatients, hospitalists should be able to take custody of predictable complications of serious illness, identify and lower barriers to prevention, critically review prophylaxis options, utilize hospital‐specific data, and devise strategies to bridge the gap between knowledge and practice. Already leaders of multidisciplinary care teams, hospitalists are primed to lead multidisciplinary improvement teams as well.

Process and Timelines
Phase 1 (January 2005April 2005): Executing the educational strategy
One‐hour conference calls
Curricular, clinical, technical, and creative aspects of production
Additional communication between members of working group between calls
Development of questionnaire for SHM membership, board, education, and hospital quality patient safety (HQPS) committees
Content freeze: fourth month of development
Implementation of revisions prior to April 2005 SHM Annual Meeting
Phase 2 (April 2005August 2005): revision based on feedback
Analysis of formative evaluation from Phase 1
Launch of the VTE QI RR August 2005
Secondary phases and venues for implementation
Workshops at hospital medicine educational events
SHM Quality course
Formal recognition of the learning, experience, or proficiency acquired by users
The working editorial team for the first resource room
Dedicated project manager (SHM staff)
Senior adviser for planning and development (SHM staff)
Senior adviser for education (SHM staff)
Content expert
Education editor
Hospital quality editor
Managing editor

Available data on the demographics of hospitalists and feedback from the SHM membership, leadership, and committees indicated that most learners would have minimal previous exposure to QI concepts and only a few years of management experience. Any previous quality improvement initiatives would tend to have been isolated, experimental, or smaller in scale. The resource rooms are designed to facilitate quality improvement learning among hospitalists that is practice‐based and immediately relevant to patient care. Measurable improvement in particular care processes or outcomes should correlate with actual learning.

The educational strategy of the SHM was predicated on ensuring that a quality and patient safety curriculum would retain clinical applicability in the hospital setting. This approach, grounded in adult learning principles and common to medical education, teaches general principles by framing the learning experience as problem centered.11 Several domains were identified as universally important to any quality improvement effort: raising awareness of a local performance gap, applying the best current evidence to practice, tapping the experience of others leading QI efforts, and using measurements derived from rapid‐cycle tests of change. Such a template delineates the components of successful QI planning, implementation, and evaluation and provides users with a familiar RR format applicable to improving any care process, not just VTE.

The Internet was chosen as the mechanism for delivering training on the basis of previous surveys of the SHM membership in which members expressed a preference for electronic and Web‐based forms of educational content delivery. Drawing from the example of other organizations teaching quality improvement, including the Institute for Healthcare Improvement and Intermountain Health Care, the SHM valued the ubiquity of a Web‐based educational resource. To facilitate on‐the‐job training, the first SHM QI RR provides a comprehensive tool kit to guide hospitalists through the process of advocating, developing, implementing, and evaluating a QI initiative for VTE.

Prior to launching the resource room, formative input was collected from SHM leaders, a panel of education and QI experts, and attendees of the society's annual meetings. Such input followed each significant step in the development of the RR curricula. For example, visitors at a kiosk at the 2005 SHM annual meeting completed surveys as they navigated through the VTE QI RR. This focused feedback shaped prelaunch development. The ultimate performance evaluation and feedback for the QI RR curricula will be gauged by user reports of measurable improvement in specific hospital process or outcomes measures. The VTE QI RR was launched in August 2005 and promoted at the SHM Web site.

RESULTS

The content and layout of the VTE QI RR are depicted in Figure 1. The self‐directed learner may navigate through the entire resource room or just select areas for study. Those likely to visit only a single area are individuals looking for guidance to support discrete roles on the improvement team: champion, clinical leader, facilitator of the QI process, or educator of staff or patient audiences (see Figure 2).

Figure 1
QI Resource Room Landing Page.
Figure 2
Suggested uses of content areas in the VTE QI Resource Room.

Why Should You Act?

The visual center of the QI RR layout presents sobering statisticsalthough pulmonary embolism from deep vein thrombosis is the most common cause of preventable hospital death, most hospitalized medical patients at risk do not receive appropriate prophylaxisand then encourages hospitalist‐led action to reduce hospital‐acquired VTE. The role of the hospitalist is extracted from the competencies articulated in the Venous Thromboembolism, Quality Improvement, and Hospitalist as Teacher chapters of The Core Competencies in Hospital Medicine.2

Awareness

In the Awareness area of the VTE QI RR, materials to raise clinician, hospital staff, and patient awareness are suggested and made available. Through the SHM's lead sponsorship of the national DVT Awareness Month campaign, suggested Steps to Action depict exactly how a hospital medicine service can use the campaign's materials to raise institutional support for tackling this preventable problem.

Evidence

The Evidence section aggregates a list of the most pertinent VTE prophylaxis literature to help ground any QI effort firmly in the evidence base. Through an agreement with the American College of Physicians (ACP), VTE prophylaxis articles reviewed in the ACP Journal Club are presented here.12 Although the listed literature focuses on prophylaxis, plans are in place to include references on diagnosis and treatment.

Experience

Resource room visitors interested in tapping into the experience of hospitalists and other leaders of QI efforts can navigate directly to this area. Interactive resources here include downloadable and adaptable protocols for VTE prophylaxis and, most importantly, improvement stories profiling actual QI successes. The Experience section features comments from an author of a seminal trial that studied computer alerts for high‐risk patients not receiving prophylaxis.10 The educational goal of this section of the QI RR is to provide opportunities to learn from successful QI projects, from the composition of the improvement team to the relevant metrics, implementation plan, and next steps.

Ask the Expert

The most interactive part of the resource room, the Ask the Expert forum, provides a hybrid of experience and evidence. A visitor who posts a clinical or improvement question to this discussion community receives a multidisciplinary response. For each question posted, a hospitalist moderator collects and aggregates responses from a panel of VTE experts, QI experts, hospitalist teachers, and pharmacists. The online exchange permitted by this forum promotes wider debate and learning. The questions and responses are archived and thus are available for subsequent users to read.

Improve

This area features the focal point of the entire resource room, the VTE QI workbook, which was written and designed to provide action‐oriented learning in quality improvement. The workbook is a downloadable project outline to guide and document efforts aimed at reducing rates of hospital‐acquired VTE. Hospitalists who complete the workbook should have acquired familiarity with and a working proficiency in leading system‐level efforts to drive better patient care. Users new to the theory and practice of QI can also review key concepts from a slide presentation in this part of the resource room.

Educate

This content area profiles the hospital medicine core competencies that relate to VTE and QI while also offering teaching materials and advice for teachers of VTE or QI. Teaching resources for clinician educators include online CME and an up‐to‐date slide lecture about VTE prophylaxis. The lecture presentation can be downloaded and customized to serve the needs of the speaker and the audience, whether students, residents, or other hospital staff. Clinician educators can also share or review teaching pearls used by hospitalist colleagues who serve as ward attendings.

DISCUSSION

A case example, shown in Figure 3, demonstrates how content accessible through the SHM VTE QI RR may be used to catalyze a local quality improvement effort.

Figure 3
Case example: the need for quality improvement.

Hospitals will be measured on rates of VTE prophylaxis on medical and surgical services. Failure to standardize prophylaxis among different physician groups may adversely affect overall performance, with implications for both patient care and accreditation. The lack of a agreed‐on gold standard of what constitutes appropriate prophylaxis for a given patient does not absolve an institution of the duty to implement its own standards. The challenge of achieving local consensus on appropriate prophylaxis should not outweigh the urgency to address preventable in‐hospital deaths. In caring for increasing numbers of general medical and surgical patients, hospitalists are likely to be asked to develop and implement a protocol for VTE prophylaxis that can be used hospitalwide. In many instances hospitalists will accept this charge in the aftermath of previous hospital failures in which admission order sets or VTE assessment protocols were launched but never widely implemented. As the National Quality Forum or JCAHO regulations for uniformity among hospitals shift VTE prophylaxis from being voluntary to compulsory, hospitalists will need to develop improvement strategies that have greater reliability.

Hospitalists with no formal training in either vascular medicine or quality improvement may not be able to immediately cite the most current data about VTE prophylaxis rates and regimens and may not have the time to enroll in a training course on quality improvement. How would hospitalists determine baseline rates of appropriate VTE prophylaxis? How can medical education be used to build consensus and recruit support from other physicians? What should be the scope of the QI initiative, and what patient population should be targeted for intervention?

The goal of the SHM QI RR is to provide the tools and the framework to help hospitalists develop, implement, and manage a VTE prophylaxis quality improvement initiative. Suggested Steps to Action in the Awareness section depict exactly how a hospital medicine service can use the campaign's materials to raise institutional support for tackling this preventable problem. Hospital quality officers can direct the hospital's public relations department to the Awareness section for DVT Awareness Month materials, including public service announcements in audio, visual, and print formats. The hold music at the hospital can be temporarily replaced, television kiosks can be set up to run video loops, and banners can be printed and hung in central locations, all to get out the message simultaneously to patients and medical staff.

The Evidence section of the VTE QI RR references a key benchmark study, the DVT‐Free Prospective Registry.9 This study reported that at 183 sites in North America and Europe, more than twice as many medical patients as surgical patients failed to receive prophylaxis. The Evidence section includes the 7th American College of Chest Physicians Consensus Conference on Antithrombotic and Thrombolytic Therapy and also highlights 3 randomized placebo‐controlled clinical trials (MEDENOX 1999, ARTEMIS 2003, and PREVENT 2004) that have reported significant reduction of risk of VTE (50%‐60%) from pharmacologic prophylaxis in moderate‐risk medical inpatients.1315 Review of the data helps to determine which patient population to study first, which prophylaxis options a hospital could deploy appropriately, and the expected magnitude of the effect. Because the literature has already been narrowed and is kept current, hospitalists can save time in answering a range of questions, from the most commonly agreed‐on factors to stratify risk to which populations require alternative interventions.

The Experience section references the first clinical trial demonstrating improved patient outcomes from a quality improvement initiative aimed at improving utilization of VTE prophylaxis.10 At the large teaching hospital where the electronic alerts were studied, a preexisting wealth of educational information on the hospital Web site, in the form of multiple seminars and lectures on VTE prophylaxis by opinion leaders and international experts, had little impact on practice. For this reason, the investigators implemented a trial of how to change physician behavior by introducing a point‐of‐care intervention, the computer alerts. Clinicians prompted by an electronic alert to consider DVT prophylaxis for at‐risk patients employed nearly double the rate of pharmacologic prophylaxis and reduced the incidence of DVT or pulmonary embolism (PE) by 41%. This study suggests that a change introduced to the clinical workflow can improve evidence‐based VTE prophylaxis and also can reduce the incidence of VTE in acutely ill hospitalized patients.

We believe that if hospitalists use the current evidence and experience assembled in the VTE QI RR, they could develop and lead a systematic approach to improving utilization of VTE prophylaxis. Although there is no gold standard method for integrating VTE risk assessment into clinical workflow, the VTE QI RR presents key lessons both from the literature and real world experiences. The crucial take‐home message is that hospitalists can facilitate implementation of VTE risk assessments if they stress simplicity (ie, the sick, old, surgery benefit), link the risk assessment to a menu of evidence‐based prophylaxis options, and require assessment of VTE risk as part of a regular routine (on admission and at regular intervals). Although many hospitals do not yet have computerized entry of physician orders, the simple 4‐point VTE risk assessment described by Kucher et al might be applied to other hospitals.10 The 4‐point system would identify the patients at highest risk, a reasonable starting point for a QI initiative. Whatever the modelCPOE alerts of very high‐risk patients, CPOE‐forced VTE risk assessments, nursing assessments, or paper‐based order setsregular VTE risk assessment can be incorporated into the daily routine of hospital care.

The QI workbook sequences the steps of a multidisciplinary improvement team and prompts users to set specific goals, collect practical metrics, and conduct plan‐do‐study‐act (PDSA) cycles of learning and action (Figure 4). Hospitalists and other team members can use the information in the workbook to estimate the prevalence of use of the appropriate VTE prophylaxis and the incidence of hospital‐acquired VTE at their medical centers, develop a suitable VTE risk assessment model, and plan interventions. Starting with all patients admitted to one nurse on one unit, then expanding to an entire nursing unit, an improvement team could implement rapid PDSA cycles to iron out the wrinkles of a risk assessment protocol. After demonstrating a measurable benefit for the patients at highest risk, the team would then be expected to capture more patients at risk for VTE by modifying the risk assessment protocol to identify moderate‐risk patients (hospitalized patients with one risk factor), as in the MEDENOX, ARTEMIS, and PREVENT clinical trials. Within the first several months, the QI intervention could be expanded to more nursing units. An improvement report profiling a clinically important increase in the rate of appropriate VTE prophylaxis would advocate for additional local resources and projects.

Figure 4
Table of contents of the VTE QI workbook, by Greg Maynard.

As questions arise in assembling an improvement team, setting useful aims and metrics, choosing interventions, implementing and studying change, or collecting performance data, hospitalists can review answers to questions already posted and post their own questions in the Ask the Expert area. For example, one user asked whether there was a standard risk assessment tool for identifying patients at high risk of VTE. Another asked about the use of unfractionated heparin as a low‐cost alternative to low‐molecular‐weight heparin. Both these questions were answered within 24 hours by the content editor of the VTE QI RR and, for one question, also by 2 pharmacists and an international expert in VTE.

As other hospitalists begin de novo efforts of their own, success stories and strategies posted in the online forums of the VTE QI RR will be an evolving resource for basic know‐how and innovation.

Suggestions from a community of resource room users will be solicited, evaluated, and incorporated into the QI RR in order to improve its educational value and utility. The curricula could also be adapted or refined by others with an interest in systems‐based care or practice‐based learning, such as directors of residency training programs.

CONCLUSIONS

The QI RRs bring QI theory and practice to the hospitalist, when and wherever it is wanted, minimizing time away from patient care. The workbook links theory to practice and can be used to launch, sustain, and document a local VTE‐specific QI initiative. A range of experience is accommodated. Content is provided in a way that enables the user to immediately apply and adapt it to a local contextusers can access and download the subset of tools that best meet their needs. For practicing hospitalists, this QI resource offers an opportunity to bridge the training gap in systems‐based hospital care and should increase the quality and quantity of and support for opportunities to lead successful QI projects.

The Accreditation Council of Graduate Medical Education (ACGME) now requires education in health care systems, a requirement not previously mandated for traditional medical residency programs.17 Because the resource rooms should increase the number of hospitalists competently leading local efforts that achieve measurable gains in hospital outcomes, a wider potential constituency also includes residency program directors, internal medicine residents, physician assistants and nurse‐practitioners, nurses, hospital quality officers, and hospital medicine practice leaders.

Further research is needed to determine the clinical impact of the VTE QI workbook on outcomes for hospitalized patients. The effectiveness of such an educational method should be evaluated, at least in part, by documenting changes in clinically important process and outcome measures, in this case those specific to hospital‐acquired VTE. Investigation also will need to generate an impact assessment to see if the curricula are effective in meeting the strategic educational goals of the Society of Hospital Medicine. Further investigation will examine whether this resource can help residency training programs achieve ACGME goals for practice‐based learning and systems‐based care.

References
  1. Society of Hospital Medicine Available at: http://www.hospitalmedicine.org/AM/Template.cfm?Section=Quality_Improvement_Resource_Rooms1(suppl 1).
  2. Anderson FA,Wheeler HB,Goldberg RJ,Hosmer DW,Forcier A,Patwardham NA.Physician practices in the prevention of venous thromboembolism.Arch Intern Med.1991;151:933938.
  3. Kohn LT,Corrigan JM,Donaldson MS, eds.To Err Is Human.Washington, DC:National Academy Press;2000.
  4. Institute of Medicinehttp://www.iom.edu/CMS/3718.aspx
  5. Shojania KG,Duncan BW,McDonald KM,Wachter RM, eds.Making health care safer: a critical analysis of patient safety practices.Agency for Healthcare Research and Quality, Publication 01‐E058;2001.
  6. Joint Commission on the Accreditation of Health Care Organizations. Public policy initiatives. Available at: http://www.jcaho.org/about+us/public+policy+initiatives/pay_for_performance.htm
  7. Kern DE.Curriculum Development for Medical Education: A Six‐Step Approach.Baltimore, Md:Johns Hopkins University Press;1998.
  8. Goldhaber SZ,Tapson VF;DVT FREE Steering Committee.A prospective registry of 5,451 patients with ultrasound‐confirmed deep vein thrombosis.Am J Cardiol.2004;93:259.
  9. Kucher N,Koo S,Quiroz R, et al.Electronic alerts to prevent venous thromboembolism among hospitalized patients.N Engl J Med.2005;352:969.
  10. Barnes LB,Christensen CR,Hersent AJ.Teaching the Case Method.3rd ed.Cambridge, Mass :Harvard Business School.
  11. American College of Physicians. Available at: http://www.acpjc.org/?hp
  12. Samama MM,Cohen AT,Darmon JY, et al.MEDENOX trial.N Engl J Med.1999;341:793800.
  13. Cohen A,Gallus AS,Lassen MR.Fondaparinux versus placebo for the prevention of VTE in acutely ill medical patients (ARTEMIS).J Thromb Haemost.2003;1(suppl 1):2046.
  14. Leizorovicz A,Cohen AT,Turpie AG,Olsson CG,Vaitkus PT,Goldhaber SZ.PREVENT Medical Thromboprophylaxis Study Group.Circulation.2004;110:874879.
  15. Avorn J,Winkelmayer W.Comparing the costs, risks and benefits of competing strategies for the primary prevention of VTE.Circulation.2004;110:IV25IV32.
  16. Accreditation Council for Graduate Medical Education. Available at: http://www.acgme.org/acWebsite/programDir/pd_index.asp.
References
  1. Society of Hospital Medicine Available at: http://www.hospitalmedicine.org/AM/Template.cfm?Section=Quality_Improvement_Resource_Rooms1(suppl 1).
  2. Anderson FA,Wheeler HB,Goldberg RJ,Hosmer DW,Forcier A,Patwardham NA.Physician practices in the prevention of venous thromboembolism.Arch Intern Med.1991;151:933938.
  3. Kohn LT,Corrigan JM,Donaldson MS, eds.To Err Is Human.Washington, DC:National Academy Press;2000.
  4. Institute of Medicinehttp://www.iom.edu/CMS/3718.aspx
  5. Shojania KG,Duncan BW,McDonald KM,Wachter RM, eds.Making health care safer: a critical analysis of patient safety practices.Agency for Healthcare Research and Quality, Publication 01‐E058;2001.
  6. Joint Commission on the Accreditation of Health Care Organizations. Public policy initiatives. Available at: http://www.jcaho.org/about+us/public+policy+initiatives/pay_for_performance.htm
  7. Kern DE.Curriculum Development for Medical Education: A Six‐Step Approach.Baltimore, Md:Johns Hopkins University Press;1998.
  8. Goldhaber SZ,Tapson VF;DVT FREE Steering Committee.A prospective registry of 5,451 patients with ultrasound‐confirmed deep vein thrombosis.Am J Cardiol.2004;93:259.
  9. Kucher N,Koo S,Quiroz R, et al.Electronic alerts to prevent venous thromboembolism among hospitalized patients.N Engl J Med.2005;352:969.
  10. Barnes LB,Christensen CR,Hersent AJ.Teaching the Case Method.3rd ed.Cambridge, Mass :Harvard Business School.
  11. American College of Physicians. Available at: http://www.acpjc.org/?hp
  12. Samama MM,Cohen AT,Darmon JY, et al.MEDENOX trial.N Engl J Med.1999;341:793800.
  13. Cohen A,Gallus AS,Lassen MR.Fondaparinux versus placebo for the prevention of VTE in acutely ill medical patients (ARTEMIS).J Thromb Haemost.2003;1(suppl 1):2046.
  14. Leizorovicz A,Cohen AT,Turpie AG,Olsson CG,Vaitkus PT,Goldhaber SZ.PREVENT Medical Thromboprophylaxis Study Group.Circulation.2004;110:874879.
  15. Avorn J,Winkelmayer W.Comparing the costs, risks and benefits of competing strategies for the primary prevention of VTE.Circulation.2004;110:IV25IV32.
  16. Accreditation Council for Graduate Medical Education. Available at: http://www.acgme.org/acWebsite/programDir/pd_index.asp.
Issue
Journal of Hospital Medicine - 1(2)
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Journal of Hospital Medicine - 1(2)
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Curriculum development: The venous thromboembolism quality improvement resource room
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Curriculum development: The venous thromboembolism quality improvement resource room
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