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This article has been peer reviewed. It is the authors' final version prior to publication in American Journal of Medical Quality

Volume 30, Issue 3, May 2015, Pages 232-247.

The published version is available at DOI: 10.1177/1062860614528568. Copyright ©



With the launching of the Liaison Committee on Medical Education’s new accreditation Standard ED-19-A in July 2013, a new era in quality improvement/patient safety (QI/PS) has begun. Core curriculum of medical schools must now include multidisciplinary teamwork; that is, inclusion of practitioners and/or students from other health professions. This Standard ED-19-A is harmonious with the earlier Accreditation Council for Graduate Medical Education’s (ACGME) Competency IV.A.5.c., which calls for QI to be integrated into residents’ training curricula. Residents need to be able to determine their strengths and deficiencies. ACGME requires residents to systematically analyze practice using QI methods; to incorporate formative evaluation feedback into daily practice; to locate, appraise, and assimilate evidence from scientific studies related to their patients’ health problems; and to participate in the education of patients and families. ACGME also specifies that residents use information technology to optimize their learning.



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