一个持续的质量改进框架,可持续行动和进步的多样性,公平,包容和归属的物理治疗

Journal, physical therapy education Pub Date : 2023-12-01 Epub Date: 2023-08-23 DOI:10.1097/JTE.0000000000000302
Sheri R Kiami, Lorna Hayward, Shelley Goodgold
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引用次数: 0

摘要

为了解决种族和族裔差异,物理治疗组织、教育机构和临床实践寻求促进医疗保健的多样性、公平性、包容性和社会正义。尽管我们的专业组织制定了公告、资源清单、制定了新的认证标准和战略计划,但我们缺乏一个统一的框架和行动工具来取得实质性和持续的进展。此外,DEI的首字母缩写缺少归属感的基本要素(B),即作为组织的重要成员,分享目标感和发表意见的安全感。因此,本立场文件的目的是建议利用持续质量改进(CQI)框架,使用计划-研究-法案(PDSA)周期,在物理治疗教育和实践中推进DEI-B。CQI框架和PDSA周期是数据驱动的迭代方法,用于确定需要改进的领域、实施干预措施、收集数据、分析结果以及采取基于证据的下一步行动。该框架的应用可以增强DEI-B目标的可持续性,并促进在这一关键领域实现物理治疗教育认证委员会拟议的认证标准。介绍了PDSA团队成功的租户,并描述了PDSA周期。在物理治疗行业解决种族主义和推进DEI-B的努力需要大胆、持续和有意识的行动,包括衡量变化的标准、战略和方法。提供了PDSA DEI-B倡议、干预措施和结果的例子,以说明如何在物理治疗教育计划中实施这种方法。使用这个CQI框架为我们的专业提供了一个DEI-B路线图,以推进渐进和持续的进步。
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A Continuous Quality Improvement Framework for Sustainable Action and Advancement of Diversity, Equity, Inclusion, and Belonging in Physical Therapy.

Background and purpose: To address racial and ethnic disparities, physical therapy organizations, educational institutions, and clinical practices seek to advance diversity, equity, inclusion (DEI), and social justice in health care. Although our professional organizations have crafted proclamations, resource lists, developed new accreditation standards, and strategic plans, we lack a unifying framework and action tools for substantial and sustained progress. In addition, the DEI acronym is missing the essential element of belonging (B), that is, sharing a sense of purpose and feeling safe to contribute opinions as a valued member of an organization. Therefore, the purpose of this position paper is to propose the utilization of a continuous quality-improvement (CQI) framework using Plan-Do-Study-Act (PDSA) cycles to advance DEI-B in physical therapy education and practice.

Position and rationale: The CQI framework and PDSA cycles are data-driven, iterative approaches for identifying areas for improvement, implementing interventions, collecting data, analyzing outcomes, and taking evidence-based next action steps. Application of this framework can enhance sustainability of DEI-B goals and foster progress toward the proposed accreditation criteria of the Commission on Accreditation in Physical Therapy Education in this critical area. Tenants for PDSA team success are presented, and PDSA cycles are described.

Discussion and conclusion: Addressing racism and advancing DEI-B efforts in the physical therapy profession requires bold, sustained, and intentional action that incorporates standards, strategies, and methods for measuring change. Examples of PDSA DEI-B initiatives, interventions, and outcomes are provided to illustrate how this approach can be implemented within a physical therapy education program. Using this CQI framework provides our profession with a DEI-B roadmap for advancing incremental and sustained progress.

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Assessment of Gender Differences in Letters of Recommendation for Physical Therapy Residency Applications. Do We Make a Difference? The Effect of a Doctor of Physical Therapy Program Curriculum on Student Cultural Competence. Student Pedagogical Consultants: A Strategy for Increasing Diversity, Equity, Inclusivity, and a Sense of Belonging in Curricular Approaches in Physical Therapist Education. Influencing Physical Therapist's Self-efficacy for Musculoskeletal Ultrasound Through Blended Learning: A Mixed Methods Study. A Continuous Quality Improvement Framework for Sustainable Action and Advancement of Diversity, Equity, Inclusion, and Belonging in Physical Therapy.
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