526
Operating room, prevention of injury outside
of, 405
proper office ergonomics, 405
regular exercise, 407
Operative performance
American Board of Surgery (ABS), 39, 41
rating, 35, 50
urology, 50
OSATS. See Objective structured assessment
of technical skill (OSATS)
Overbilling, 422
P
Pareto analysis, 205
Paternalistic misperception, 17
Patient safety, 324
and quality improvement (see Quality
improvement and patient safety)
Patient survey feedback, 24
Pay As You Earn (PAYE), 516
PDSA cycle. See Plan-do-study-act (PDSA)
cycle
Peg transfer exercise, 57
Percutaneous nephrolithotomy (PCNL), 476
Performance rating, 35, 36, 50
Photoselective vaporization of the prostate
(PVP), 469
Physician burnout, 489
Physician leadership
coaching, multi-rater, 368
training program, 366
Physician Quality Reporting System (PQRS),
329
Physician-centered learning, 366–367
case method, 367
leader role-playing, 368
multi-rater leadership development
experiences, 369
multi-rater physician leadership coaching,
368–369
simulations, 368
Physicians, 265
committed suicide, 491
disruptive, 266, 267
Plan-do-study-act (PDSA)
cycle, 202
model for continuous quality improvement,
327
Practice-based learning and improvement,
203, 209, 210
Procedicus MIST™, 449
Professionalism, 195, 266, 268, 271, 294
Program leadership, 275
Prostate
robot-assisted laparoscopic radical
prostatectomy, 462
urethrovesical anastomosis, 454, 463
Psychometrics, 48
Public Service Loan Forgiveness (PSLF), 517
Pulmonary embolism, five whys analysis, 206
Pyeloplasty, 451Q
Quadrants, 351, 352
Qualified clinical data registries (QCDR), 333
Quality improvement (QI), 201–202
lean model, 324
projects, template, 325
Quality improvement (QI) curriculum,
202–207, 209, 210
challenges of implementing
education, 209
faculty participation, 210
institutional buy-in, 210
resident involvement, 209
time, 209
strategies of
continuous quality improvement, 202
plan-do-study-act (PDSA), 202–204
root cause analysis, 204–207
Six Sigma and Lean methodology, 207
Quality improvement and patient safety,
326–330, 332, 333
challenges
institutional/hierarchical factors, 333
lack of faculty mentors, 333
limitations in evaluating QI/PS
curricular efforts, 333
resident factors, 332
curriculum establishment, 324–326
education in QI
didactic lectures, 326
feedback, 328
journal club, 328
local hospital projects, 326–327
promoting teamwork in medicine, 328
surgical simulation and certification,
327
methods for education in QI, rapid
improvement events, 326
programs, 324
resources, 333–335
role of mentors, 331
role of trainess, 331
Six Sigma, 325
techniques inIndex