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Enhancing Clinic Efficiency: A Quality Improvement Initiative for Postoperative Patient Care in an Outpatient Orthopedic Physician Practice Setting
No full textIntroduction: Following orthopedic surgery, patient post-operative (post-op) visits are deemed global surgical observations where day 00 to day 90 are appointments that cannot be billed. Patients are typically seen 3 times during this global period. Thus, the outpatient clinic needs to have non-billable time slots each day for these patients. The current scheduling model double books patients every 15 minutes, with the physician being the primary provider seeing patients for post-op visits. Therefore, the clinic has demonstrated inefficiencies with scheduling these patients while having sufficient appointments available for billable patients. This quality improvement initiative aimed to decrease post-op patient visits to create open appointments for billable patients. Aim: Over a two-week implementation period, post-op patient visits will decrease by 15 minutes. Outcome Measures: Global post-op patient visits were tracked for time from entry into the exam room to visit completion using the clinic’s electronic medical record system. Patient surgery type and encounters (e.g., radiographs, wound care, history) were also tracked. PDSA Cycle: (Plan): The quality improvement project implemented a new protocol for placing post-op patients’ charts on top of the “to be seen pile” after encounters were completed to decrease time in clinic for this patient population. (Do) We engaged in a two-week implementation period. (Study): The data collected from this cycle showed an average decrease in clinic time of 19.68 minutes for post-op patients. (Act) This project demonstrated that the intervention was effective and should be enacted. Future cycles should test if there are other ways to decrease times in-clinic, such as improving radiograph efficiency and improving scheduling to accommodate an additional 15-minute appointment for a billable patient to be seen. Results: Following implementation of this project, clinic time was reduced for post-op patients from 58.81 minutes to 39.13 minutes. Prior to implementation, knee arthroscopy clinic time averaged 46.75 minutes and then decreased to 30.50 minutes. Anterior cruciate ligament (ACL) reconstruction clinic time was reduced by 9.67 minutes, followed by total knee arthroplasty (TKA) reduced to 20.53 minutes, and other procedures reduced by 69.10 minutes. The Total hip arthroplasty (THA) clinic time increased by 2.67 minutes. During the project, there were 12 post-op patients seen: 3 ACL, 14 TKA, 3 THA, and five others. Throughout the entire data collection, 70 patients were seen: 32 patients were seen before the intervention; 38 patients were seen during the intervention (Figure). Discussion: Overall, most post-op patient clinic time was decreased throughout the implementation window. The intervention was effective in creating a more efficient clinic. This quality improvement project can be adopted to create more appointments for billable patients, as well as adapted to see if there are other changes that can be made to further decrease unbilled time within the clinic
This Is Why We Do It: Faculty Motivations for Embracing Community-Engaged Pedagogy
No full textInstitutions of higher education are increasingly highlighting community engagement activities to make the benefits of higher education more visible. The most transformational community engagement is linked to curriculum, so it is faculty who must incorporate community-engaged pedagogy. This content analysis of faculty narratives about community engagement reveals motivations for faculty to engage in this work. These findings connect to social capital theory and suggest a new direction for faculty development efforts to promote community engagement
The Indiana Statesman, May 1, 2025
No full textFinals Week Schedule; Tips and tricks for finals; Indiana State announces budget reductionshttps://scholars.indianastate.edu/statesman/1091/thumbnail.jp
The Indiana Statesman, January 23, 2025
No full textElon Musk: Roman or Nazi; “Leading the Dream” at African American Cultural; Resource Spotlight: Pride Center of Terre Hautehttps://scholars.indianastate.edu/statesman/1078/thumbnail.jp
Rethinking Service Learning: Reciprocity and Power Dynamics in Community Engagement
No full textThis article seeks to challenge existing power dynamics both within the service-learning classroom and between the classroom and community by offering a model of an alternative approach to community engagement. The class partnered with a community organization, at their request, to engage their community as the organization worked through a change in focus and identity. Within the classroom, the research project was led, designed, implemented, and ultimately written solely by the students
Structurally Framing Service Learning as Teaching Excellence: An Examination of Collaborative Efforts Between Community Engagement and Faculty Development Centers
No full textThis study explores collaborations between faculty development centers and service learning and community engagement structures at public institutions awarded the Carnegie Classification for Community Engagement. Utilizing semi-structured interviews with five chief academic officers, none of the respondents stated intentional collaborations were present at their respective institutions. The study underscores the need for strategic alignment to institutionalize community engagement, avoiding siloing and enhancing sustainability through faculty development initiatives that promote teaching excellence
Promoting Educative Antiracism Dialogue and Activism Through Community Engagement
No full textThis article highlights lessons learned from bringing together antiracist/activist faculty representing the Initiative to Eradicate Racism at Oakland University and community members from the Pontiac Collective Impact Partnership. We use Byrd and Scott’s (2010) Critical Racism Pedagogy Model as a lens to understand how university/community partners can discuss social issues in productive and engaging ways. Specifically, this partnership demonstrates how faculty and communities can work collaboratively to create communities of practice with parallel antiracism/activist goals
