From Acceptable to Superlative : Scaling a Technologist Coaching Intervention to Improve Image Quality
Copyright © 2022 American College of Radiology. Published by Elsevier Inc. All rights reserved..
OBJECTIVE: To explore factors influencing the expansion of the peer-based technologist Coaching Model Program (CMP) from its origins in mammography and ultrasound to all imaging modalities at a single tertiary academic medical center.
METHODS: After success in mammography and ultrasound, efforts to expand the CMP across all Stanford Radiology modalities commenced in September 2020. From February to April 2021 as lead coaches piloted the program in these novel modalities, an implementation science team designed and conducted semistructured stakeholder interviews and took observational notes at learning collaborative meetings. Data were analyzed using inductive-deductive approaches informed by two implementation science frameworks.
RESULTS: Twenty-seven interviews were collected across modalities with radiologists (n = 5), managers (n = 6), coaches (n = 11), and technologists (n = 5) and analyzed with observational notes from six learning meetings with 25 to 40 recurrent participants. The number of technologists, the complexity of examinations, or the existence of standardized auditing criteria for each modality influenced CMP adaptations. Facilitators underlying program expansion included cross-modality learning collaborative, thoughtful pairing of coach and technologist, flexibility in feedback frequency and format, radiologist engagement, and staged rollout. Barriers included lack of protected coaching time, lack of pre-existing audit criteria for some modalities, and the need for privacy of auditing and feedback data.
DISCUSSION: Adaptations to each radiology modality and communication of these learnings were key to disseminating the existing CMP to new modalities across the entire department. An intermodality learning collaborative can facilitate the dissemination of evidence-based practices across modalities.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2023 |
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| Erschienen: |
2023 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:20 |
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| Enthalten in: |
Journal of the American College of Radiology : JACR - 20(2023), 6 vom: 01. Juni, Seite 570-584 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Hwang, Gloria L [VerfasserIn] |
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| Links: |
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| Themen: |
Academic medical centers |
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| Anmerkungen: |
Date Completed 13.06.2023 Date Revised 13.06.2023 published: Print-Electronic Citation Status MEDLINE |
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| doi: |
10.1016/j.jacr.2022.10.007 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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| PPN (Katalog-ID): |
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| 500 | |a published: Print-Electronic | ||
| 500 | |a Citation Status MEDLINE | ||
| 520 | |a Copyright © 2022 American College of Radiology. Published by Elsevier Inc. All rights reserved. | ||
| 520 | |a OBJECTIVE: To explore factors influencing the expansion of the peer-based technologist Coaching Model Program (CMP) from its origins in mammography and ultrasound to all imaging modalities at a single tertiary academic medical center | ||
| 520 | |a METHODS: After success in mammography and ultrasound, efforts to expand the CMP across all Stanford Radiology modalities commenced in September 2020. From February to April 2021 as lead coaches piloted the program in these novel modalities, an implementation science team designed and conducted semistructured stakeholder interviews and took observational notes at learning collaborative meetings. Data were analyzed using inductive-deductive approaches informed by two implementation science frameworks | ||
| 520 | |a RESULTS: Twenty-seven interviews were collected across modalities with radiologists (n = 5), managers (n = 6), coaches (n = 11), and technologists (n = 5) and analyzed with observational notes from six learning meetings with 25 to 40 recurrent participants. The number of technologists, the complexity of examinations, or the existence of standardized auditing criteria for each modality influenced CMP adaptations. Facilitators underlying program expansion included cross-modality learning collaborative, thoughtful pairing of coach and technologist, flexibility in feedback frequency and format, radiologist engagement, and staged rollout. Barriers included lack of protected coaching time, lack of pre-existing audit criteria for some modalities, and the need for privacy of auditing and feedback data | ||
| 520 | |a DISCUSSION: Adaptations to each radiology modality and communication of these learnings were key to disseminating the existing CMP to new modalities across the entire department. An intermodality learning collaborative can facilitate the dissemination of evidence-based practices across modalities | ||
| 650 | 4 | |a Journal Article | |
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| 650 | 4 | |a feedback | |
| 650 | 4 | |a implementation science | |
| 650 | 4 | |a quality improvement | |
| 650 | 4 | |a radiology | |
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| 700 | 1 | |a Kling, Samantha M R |e verfasserin |4 aut | |
| 700 | 1 | |a Faust, Allison |e verfasserin |4 aut | |
| 700 | 1 | |a Willis, Marc H |e verfasserin |4 aut | |
| 700 | 1 | |a Larson, David B |e verfasserin |4 aut | |
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