Quality matrix assessment form



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Association of Professors of Dermatology

QUALITY MATRIX ASSESSMENT FORM

Resident: _______________________________Derm Yr: ___

Evaluator: _______________________________Date(s) : __________________________
Matrix Topic:

V.1B


1A. Assignment Completed by Due Date 1B. Topic Selected Appropriate for a Matrix? 1C. Matrix Clearly Communicated (Written / Presented)

No Yes No Yes No Yes


2
PBLI3/

L3
. Executing a Successful Quality Matrix

2A. Correctly assigns IOM Categories

Incorrect categories used to define Institute of Medicine 6 Aims

Identifies problems in health care delivery, but some incorrect attribution to categories noted in the matrix. Some obvious missing 6 Aims data

Data present and mostly attributed correctly. Answers 6 Aims correctly. Some less-obvious 6 Aims data are missed

Questions and Data attributed correctly to the 6 Aims. Matrix is not simple. Near complete exploration of the 6 Aims.

Multiple IOM categories involved and thoroughly explored for complex case.

Serves as effective role model and discussant explaining to others the attribution of IOM categories for a given case

1

2

3

4

5

6

7

8

9

10

Below Expected 1st Yr

Beginning Resident Level

Junior Resident Level

Senior Resident Performance

Ready for Unsupervised Practice

Mastery Level



















2
PBLI3/

L3

B. Correctly assigns ACGME Competencies



Incorrect categories used to define ACGME 6 Core Competencies

Identifies problems in health care delivery, but some incorrect attribution to competencies noted in the matrix. Some obvious missing Competency data

Data present and mostly attributed correctly. Some less-obvious ACGME competency data are missed

Questions and Data attributed correctly to the ACGME competencies. Matrix is not simple. Near complete exploration of the 6 Competencies.

Multiple ACGME competencies involved and thoroughly explored for complex case.

Serves as effective role model and discussant explaining to others the attribution of ACGME competencies for a given case

1

2

3

4

5

6

7

8

9

10

Below Expected 1st Yr

Beginning Resident Level

Junior Resident Level

Senior Resident Performance

Ready for Unsupervised Practice

Mastery Level

2
PBLI2/

L3

C. Creates a Reasonable Plan to Address the Local Quality Gap



Unable to express or propose any action to close a quality of care practice gap

Plan is proposed that could address some aspects of care gap. Plan will not likely eliminate entire problem or not feasible from the start

Includes multiple unrealistic strategies to close practice gap, often unable to connect strategy to local environment.

Includes multiple strategies to close practice gap, and most are feasible. Able to discuss relevant local measures to close a quality care gap

Thoroughly explores various ways to close quality gaps. Specific feasible local measures that could close the gap are proposed

Specific local measures that could close the gap are explored prior to discussing matrix

1

2

3

4

5

6

7

8

9

10

Below Expected 1st Yr

Beginning Resident Level

Junior Resident Level

Senior Resident Performance

Ready for Unsupervised Practice

Mastery Level

2
PBLI3/

L2

D. Identifying Stakeholders Involved in the Quality Gap



Unable to identify stakeholder

Some obvious stakeholders are not identified

Multiple stakeholders are identified, many of which are not specific to local environment

Most stakeholders are identified. Able to propose in global terms ways to communicate with some of the stakeholders about the proposed plan

Stakeholders are adequately identified in the local environment. Some locally-specific stakeholders have been contacted to explore solutions

Specific local leadership actions are taken to involve stakeholders to overcome the quality care gap

1

2

3

4

5

6

7

8

9

10

Below Expected 1st Yr

Beginning Resident Level

Junior Resident Level

Senior Resident Performance

Ready for Unsupervised Practice

Mastery Level

2
PBLI3/

L3

E. Quality Matrix Follow-Through ( Not observed)



No follow through

Plan follow-through requires significant reliance on others to accomplish. Behind the scenes ‘following the course’

Some effort identified to take leadership, but still requires the work of others to accomplish change. Relies on others to ‘keep the ball rolling’

Consistent follow-through with trying to impact change through plan implementation, including. Progress paused or stopped when barriers encountered. Takes some project ownership

Takes ownership of project with consistent follow-through. Looks actively for appropriate ways to overcome barriers when encountering them.

Helps others impact change. Serves as local leadership to interface with system communications to overcome quality gaps

1

2

3

4

5

6

7

8

9

10

Below Expected 1st Yr

Beginning Resident Level

Junior Resident Level

Senior Resident Performance

Ready for Unsupervised Practice

Mastery Level



















3. OVERALL QUALITY MATRIX COMPETENCY ASSESSMENT


1

2

3

4

5

6

7

8

9

10

Below Expected 1st Yr

Beginning Resident Level

Junior Resident Level

Senior Resident Performance

Ready for Unsupervised Practice

Mastery Level



















FEEDBACK AND COMMENTS TO HELP THE RESIDENT IMPROVE PERFORMANCE:


ASSOCIATION OF PROFESSORS OF DERMATOLOGY
Quality Matrix Evaluation Exercise
Instructions:
General principles

  • This tool is designed to help assess the resident’s ability to deconstruct a safety or quality issue and explore the event’s root cause. This is an assessment of the resident’s completed verbal presentation and written “Quality Matrix” using the Quality Matrix principles discussed elsewhere. It is appropriate for incidents occurring in an outpatient or inpatient clinical setting. This tool is generally used after a presentation by the resident discussing the quality or safety issues encountered (not for use during the actual event). The evaluation is used to assess the resident’s reflection and insights into the event, and is not meant to assess the quality matrix-triggering event itself.

  • In general, this evaluation should include 2 parts: a presentation where the resident leads discussion regarding the event, and a completed written quality matrix that gets submitted for review and potential incorporation into the resident portfolio as an exhibit of participation in quality and patient safety curriculum.

  • In general, it is advisable to let the trainee know you will be assessing their performance prior to the matrix presentation.

  • Provide direct, specific constructive feedback to the trainee following the presentation and after review of the final written matrix is submitted.


Specific instructions

  • Skills – Rate the trainee on the milestones scale for each skill. It is important to remember that trainees are not being compared relative to other trainees; they are being rated on a continuum; on a scale designed to assess progression of skills from novice to master. It is common for first year residents to score 3 or 4 out of 10 and still be great first year residents.

  • If a particular skill is not observed, check the “Not observed” box.

  • Feedback and comments – Note specific positives in the encounter and give constructive feedback on how the trainee could improve.

  • The Quality Matrix Template is found on the next page


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