Panel 4: Fostering the Highest Quality Patient Care
(Rizk) How do we change the culture at Stanford so that it is focused on quality at all levels and dimensions?
(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:
- medical vs surgical;
- adult vs pediatrics;
- community vs academic
- innovation and clinical research vs standardization and evidence-based medicine
(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?
(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)?
(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?
(Rizk) Given our faculty caps and clinical responsibilities, how do we ensure career development for each faculty line?
(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?
(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?
(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?
