http://medstrategicplan.stanford.edu/retreat/ 2008-02-04T19:10:33-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/the_culture_at.html (Rizk) How do we change the culture at Stanford so that it is focused on quality at all levels and dimensions?

]]> Panel 4: Fostering the Highest Quality Patient Care koorosh 2008-02-04T19:10:33-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/metrics_of_clin.html (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

]]> Panel 4: Fostering the Highest Quality Patient Care koorosh 2008-02-04T19:09:21-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/what_is_the_rol.html (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?

]]> Panel 4: Fostering the Highest Quality Patient Care koorosh 2008-02-04T19:08:47-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/how_can_we_leve.html (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)?

]]> Panel 4: Fostering the Highest Quality Patient Care koorosh 2008-02-04T19:07:20-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/how_can_we_meas.html (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?

]]> Panel 4: Fostering the Highest Quality Patient Care koorosh 2008-02-04T19:06:25-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/given_our_facul_1.html (Rizk) Given our faculty caps and clinical responsibilities, how do we ensure career development for each faculty line?

]]> Panel 4: Fostering the Highest Quality Patient Care koorosh 2008-02-04T19:05:43-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/do_instruments.html (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?

]]> Panel 4: Fostering the Highest Quality Patient Care koorosh 2008-02-04T19:04:19-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/how_heavily_sho.html (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?

]]> Panel 4: Fostering the Highest Quality Patient Care koorosh 2008-02-04T19:03:50-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/how_should_we_s.html (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?

]]> Panel 4: Fostering the Highest Quality Patient Care koorosh 2008-02-04T19:02:51-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/recognizing_tha.html (Mochly-Rosen) Recognizing that the quality and excellence in basic science is what distinguishes Stanford, how do we assure it remains outstanding in the future?

]]> Panel 3: Enhancing Quality and Balance in Research koorosh 2008-02-04T18:55:51-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/inadequate_and.html (Greenberg) How important is it to our research effort to solve the problem of inadequate and overcrowded research animal facilities and where does it fit in our assignment of research priorities?

]]> Panel 3: Enhancing Quality and Balance in Research koorosh 2008-02-04T18:54:42-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/cultural_parame.html (Kirkegaard) Cultural parameters of a zero-sum game. How can we create a culture that acknowledges quality through measures other than accumulated resources?

]]> Panel 3: Enhancing Quality and Balance in Research koorosh 2008-02-04T18:53:02-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/there_is_a_feel.html (Nusse) There is a feeling among many basic science faculty that they are being ignored in the current medical center and university environment. How should we address this? What do we need to do to assure that we have the best balance among our priorities and also the highest overall quality of our faculty our research programs?

]]> Panel 3: Enhancing Quality and Balance in Research koorosh 2008-02-04T18:52:35-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/goals_of_the_ho.html (Horwitz) What practical steps can we take to make sure that the goals of the hospitals and the school are more closely aligned in terms of allocating resources to the research mission of the medical center?

]]> Panel 3: Enhancing Quality and Balance in Research koorosh 2008-02-04T18:51:19-08:00 http://medstrategicplan.stanford.edu/retreat/archives/2008/02/as_we_select_fa.html (Stevenson) As we select faculty, how do we assure that we are really getting the highest quality individuals - in basic science and in clinical medicine? How do we balance programmatic needs with individual excellence? As we approach the faculty billet cap, how will we choose among multiple departmental needs when each billet becomes available? What role can non-faculty positions play in meeting needs for which there are no available faculty billets?

]]> Panel 3: Enhancing Quality and Balance in Research koorosh 2008-02-04T18:50:23-08:00