Administration Dean's Office

Panel 4: Fostering the Highest Quality Patient Care

07:10 PM, February 04, 2008

(Rizk) How do we change the culture at Stanford so that it is focused on quality at all levels and dimensions?

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(Tabb) Metrics of clinical quality need to address clinical practice outcomes in a manner that allows comparisons across the nation. They must also have "local credibility" in order to drive clinical care processes. What are the similarities and differences that apply to:


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(Lowe) What is the role of Informatics in fostering the highest quality patient care? How might Stanford leverage Informatics to improve the safety and quality of care?

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(Sandborg) How can we leverage quality and safety in our highly innovative and tertiary/quaternary care environments to enhance our institutional profile (e.g., payor contracting, public transparency, reputation, research)?

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(Marsh) How can we measure the clinical quality of individual providers, particularly when much care is dependent upon the work of teams? And how can we handle quality measurement for low-volume providers, such as UTL faculty who may devote 25% or less time to patient care activities, and across a wide spectrum of health conditions?

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(Rizk) Given our faculty caps and clinical responsibilities, how do we ensure career development for each faculty line?

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(Sharek) Do instruments for assessing clinical excellence need to be particularly good at identifying low-quality physicians or identifying high-quality physicians? Or should our efforts be dedicated to finding instruments that will distinguish clinical quality throughout the entire spectrum?

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(Garber) How heavily should clinical performance be weighted in the different faculty lines - UTL, MCL, and Clinician Educator? What are the best incentives to put into place to promote superior clinical performance throughout SHC?

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(Byerwalter) How should we select the highest quality projects and opportunities to present to our donor community? How do we strike a balance between the multiple meritorious needs and expectations – especially between our primary missions in research, education and patient care?

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