{"product_id":"quality-by-design-isbn-9780787978983","title":"Quality By Design","description":"\u003ci\u003eQuality by Design\u003c\/i\u003e reflects the research and applied training conducted at Dartmouth Medical School under the leadership of Gene Nelson, Paul Batalden, and Marjorie Godfrey. The book includes the research results of high-performing clinical microsystems, illustrative case studies that highlight individual clinical programs, guiding principles that are easily applied, and tools, techniques, and methods that can be adapted by clinical practices and interdisciplinary clinical teams. The authors \u003cul\u003e \u003cli\u003edescribe how to develop microsystems that can attain peak performance through active engagement of interdisciplinary teams in learning and applying improvement science and measurement;\u003c\/li\u003e \u003cli\u003eexplore the essence of leadership for clinical Microsystems;\u003c\/li\u003e \u003cli\u003eshow what mid-level leaders can do to enable peak performance at the front lines of care;\u003c\/li\u003e \u003cli\u003eoutline the design and redesign of services and planning care to match patient needs with services offered;\u003c\/li\u003e \u003cli\u003eexamine the issue of safety;\u003c\/li\u003e \u003cli\u003edescribe the vital role of data in creating a rich and useful information environment;\u003c\/li\u003e \u003cli\u003eprovide a core curriculum that can build microsystems’ capability, provide excellent care, promote a positive work environment, and contribute to the larger organization.\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eAncillary materials for use in classroom teaching, training, or coaching are available at \u003ca href=\"https:\/\/clinicalmicrosystem.org\/\"\u003ehttps:\/\/clinicalmicrosystem.org\/\u003c\/a\u003e\u003c\/p\u003e \u003cp\u003eTables, Figures, and Exhibits xiii\u003c\/p\u003e \u003cp\u003eForeword xix\u003cbr\u003e\u003ci\u003eDonald M. Berwick\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePreface xxiii\u003c\/p\u003e \u003cp\u003eAcknowledgments xxvii\u003c\/p\u003e \u003cp\u003eIntroduction xxxi\u003c\/p\u003e \u003cp\u003eThe Editors xxxix\u003c\/p\u003e \u003cp\u003eThe Contributors xliii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One: Cases And Principles 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Success Characteristics of High-Performing Microsystems: Learning from the Best 3\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eEugene C. Nelson, Paul B. Batalden, Thomas P. Huber, Julie K. Johnson, Marjorie M. Godfrey, Linda A. Headrick, John H. Wasson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eTrue Structure of the System, Embedded Systems, and Need to Transform Frontline Systems\u003c\/p\u003e \u003cp\u003eThe Bladyka Case\u003c\/p\u003e \u003cp\u003eResearch Design\u003c\/p\u003e \u003cp\u003eResults\u003c\/p\u003e \u003cp\u003ePractical Implications\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Developing High-Performing Microsystems 34\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eEugene C. Nelson, Paul B. Batalden, William H. Edwards, Marjorie M. Godfrey, Julie K. Johnson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase Study: A Decade of Progress for an Intensive Care Nursery\u003c\/p\u003e \u003cp\u003eA Model of Development and a Curriculum to Catalyze Microsystem Growth\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Leading Microsystems 51\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePaul B. Batalden, Eugene C. Nelson, Julie K. Johnson, Marjorie M. Godfrey, Thomas P. Huber, Linda Kosnik, Kerri Ashling\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLeader, Leadership, Leading\u003c\/p\u003e \u003cp\u003eRecap of Methods\u003c\/p\u003e \u003cp\u003eThree Fundamental Processes of Leading: What Clinical Microsystem Team Members Observe and Report\u003c\/p\u003e \u003cp\u003eDiscussion\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Leading Macrosystems and Mesosystems for Microsystem Peak Performance 69\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePaul B. Batalden, Eugene C. Nelson, Paul B. Gardent, Marjorie M. Godfrey\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase Study: A True Story, with Names Changed to Protect the Innocent\u003c\/p\u003e \u003cp\u003eLeadership Frameworks: Some of the Best Approaches\u003c\/p\u003e \u003cp\u003eLeading Large Health Systems to Peak Performance Using Microsystem Thinking\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Developing Professionals and Improving Worklife 106\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eThomas P. Huber, Marjorie M. Godfrey, Eugene C. Nelson, Julie K. Johnson, Christine Campbell, Paul B. Batalden\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase Study: Staff Development at Massachusetts General Hospital Downtown Associates\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Planning Patient-Centered Services 124\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMarjorie M. Godfrey, Eugene C. Nelson, John H. Wasson, Julie K. Johnson, Paul B. Batalden\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePlanning Patient-Centered Services and the 5 P’s\u003c\/p\u003e \u003cp\u003eCase Study: Planning Services for Subpopulations of Patients to Best Provide Care for Individual Patients\u003c\/p\u003e \u003cp\u003eA Developmental Journey: Beginning to Assess, Understand, and Improve a Clinical Microsystem\u003c\/p\u003e \u003cp\u003eAnalysis and Improvement of Processes\u003c\/p\u003e \u003cp\u003eA Huddle in Plastic Surgery\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Planning Patient-Centered Care 148\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJohn H. Wasson, Marjorie M. Godfrey, Eugene C. Nelson, Julie K. Johnson, Paul B. Batalden\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePlanning Care Well: Exemplary Clinical Microsystems\u003c\/p\u003e \u003cp\u003ePlanning Care in Any Microsystem\u003c\/p\u003e \u003cp\u003eA Low-Tech Example for Ambulatory Services: CARE Vital Signs\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Improving Patient Safety 165\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJulie K. Johnson, Paul Barach, Joseph P. Cravero, George T. Blike, Marjorie M. Godfrey, Paul B. Batalden, Eugene C. Nelson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eMicrosystem Patient Safety Scenario\u003c\/p\u003e \u003cp\u003eCase Study: Dartmouth-Hitchcock PainFree Program\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Creating a Rich Information Environment 178\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eEugene C. Nelson, Paul B. Batalden, Karen Homa, Marjorie M. Godfrey, Christine Campbell, Linda A. Headrick, Thomas P. Huber, Julie K. Johnson, John H. Wasson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eCase Study 1: Specialty Care: Dartmouth-Hitchcock Spine Center\u003c\/p\u003e \u003cp\u003eCase Study 2: Overlook Hospital Emergency Department\u003c\/p\u003e \u003cp\u003eCase Study 3: Intermountain Health Care Shock Trauma Intensive Care Unit\u003c\/p\u003e \u003cp\u003eTips and Principles to Foster a Rich Information Environment\u003c\/p\u003e \u003cp\u003eDiscussion\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two: Activating the Organization And the Dartmouth Microsystem Improvement Curriculum 197\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Overview of path forward And Introduction to part two 199\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRecap of Part One and Overview of Part Two\u003c\/p\u003e \u003cp\u003eUsing Real Case Studies and Practical Applications of Microsystem Thinking, Methods, and Tools\u003c\/p\u003e \u003cp\u003eWorking at All Levels of a Health System\u003c\/p\u003e \u003cp\u003eFocusing on the Microsystem Level\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003ePrework\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Introduction to Microsystem Thinking 230\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is a System in Health Care?\u003c\/p\u003e \u003cp\u003eHow Did Clinical Microsystem Knowledge Evolve?\u003c\/p\u003e \u003cp\u003eWhat Is a Clinical Microsystem?\u003c\/p\u003e \u003cp\u003eWhere Do Clinical Microsystems Fit in the Health Care Delivery System?\u003c\/p\u003e \u003cp\u003eWhat Does a Clinical Microsystem Look Like?\u003c\/p\u003e \u003cp\u003eWhy Focus on the Clinical Microsystem?\u003c\/p\u003e \u003cp\u003eHow Do Clinical Microsystems Link to Crossing the Quality Chasm?\u003c\/p\u003e \u003cp\u003eWhat Were the Findings of the Dartmouth Clinical Microsystem Research?\u003c\/p\u003e \u003cp\u003eWhat Does a Microsystem’s Developmental Journey Look Like?\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Effective Meeting Skills I 243\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is a Productive and Effective Meeting?\u003c\/p\u003e \u003cp\u003eWhy Use Meeting Skills and Roles?\u003c\/p\u003e \u003cp\u003eWhat Are Effective Meeting Roles?\u003c\/p\u003e \u003cp\u003eWhat Are the Phases of an Effective Meeting?\u003c\/p\u003e \u003cp\u003eWhat Processes Are Evident in an Effective Meeting?\u003c\/p\u003e \u003cp\u003eWhat Is the Seven-Step Meeting Process?\u003c\/p\u003e \u003cp\u003eWhat Does a Meeting Agenda Template Look Like?\u003c\/p\u003e \u003cp\u003eWhat Are the Ground Rules for Meetings?\u003c\/p\u003e \u003cp\u003eWhat Are Some Tips for Getting Started with Productive Meetings?\u003c\/p\u003e \u003cp\u003eHow Do You Keep a Rhythm of Improvement?\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Assessing Your Microsystem with the 5 P’s 258\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Does an Interdisciplinary Lead Improvement Team Begin to Assess and Improve a Clinical Microsystem?\u003c\/p\u003e \u003cp\u003eWhat Does the 5 P’s Framework Look Like?\u003c\/p\u003e \u003cp\u003eWhat Resources Are Available to Guide the 5 P’s Assessment?\u003c\/p\u003e \u003cp\u003eWhat Is a Helpful Way to Introduce Your Team to the Assessment Process?\u003c\/p\u003e \u003cp\u003eWhat Are the 5 P’s?\u003c\/p\u003e \u003cp\u003eWhat Should You Do with the Assessment Findings?\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 The Model for Improvement: PDSA ↔ SDSA 271\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is the Model for Improvement?\u003c\/p\u003e \u003cp\u003eWhy Use the Model for Improvement?\u003c\/p\u003e \u003cp\u003eHow Does the Model Fit into the Improvement Process?\u003c\/p\u003e \u003cp\u003eWhat Is the PDSA Part of the Model?\u003c\/p\u003e \u003cp\u003eWhat Are the Benefits of Using PDSA?\u003c\/p\u003e \u003cp\u003eWhat Is Involved in Each of the Four Steps of Plan, Do, Study, and Act?\u003c\/p\u003e \u003cp\u003eWhat Is the SDSA Cycle?\u003c\/p\u003e \u003cp\u003eWhat Is Involved in Each of the Four Steps of Standardize, Do, Study, and Act?\u003c\/p\u003e \u003cp\u003eWhat Tools Can Assist Your PDSA Cycle ↔ SDSA Implementation?\u003c\/p\u003e \u003cp\u003eWhat Are Some Tips for Using the PDSA ↔ SDSA Method?\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Selecting Themes for Improvement 284\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is a Theme for Improvement?\u003c\/p\u003e \u003cp\u003eWhy Use a Theme?\u003c\/p\u003e \u003cp\u003eWhat Are the Theme Selection Considerations?\u003c\/p\u003e \u003cp\u003eWhat Process Can You Use to Generate Theme Ideas and Select a First Theme?\u003c\/p\u003e \u003cp\u003eWhat Are the Next Steps?\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Improvement Global Aim 291\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is a Global Aim?\u003c\/p\u003e \u003cp\u003eWhy Use a Global Aim?\u003c\/p\u003e \u003cp\u003eHow Do You Write a Global Aim?\u003c\/p\u003e \u003cp\u003eWhat Are the Next Steps?\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Process Mapping 296\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Process Mapping?\u003c\/p\u003e \u003cp\u003eWhy Use Process Mapping?\u003c\/p\u003e \u003cp\u003eWhat Are the Commonly Used Flowchart Symbols?\u003c\/p\u003e \u003cp\u003eWhat Does a High-Level Flowchart Look Like?\u003c\/p\u003e \u003cp\u003eWhat Does a Detailed Flowchart Look Like?\u003c\/p\u003e \u003cp\u003eWhat Are Some Tips for Creating a Flowchart?\u003c\/p\u003e \u003cp\u003eWhat Does a Deployment Flowchart Look Like?\u003c\/p\u003e \u003cp\u003eWhat Are Some Tips for Creating a Deployment Flowchart?\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Specific Aim 308\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is a Specific Aim?\u003c\/p\u003e \u003cp\u003eWhy Use a Specific Aim?\u003c\/p\u003e \u003cp\u003eWhere Do Specific Aims Come From?\u003c\/p\u003e \u003cp\u003eWhere Does the Specific Aim Fit in the Overall Improvement Process?\u003c\/p\u003e \u003cp\u003eHow Do You Write a Specific Aim?\u003c\/p\u003e \u003cp\u003eWhat Are the Next Steps?\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Cause and Effect Diagrams 313\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is a Cause and Effect Diagram?\u003c\/p\u003e \u003cp\u003eWhy Use a Fishbone Diagram?\u003c\/p\u003e \u003cp\u003eWhat Is the Structure of a Fishbone Diagram?\u003c\/p\u003e \u003cp\u003eWhat Does a Completed Fishbone Look Like?\u003c\/p\u003e \u003cp\u003eWhat Are Some Tips for Creating a Fishbone Diagram?\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Effective Meeting Skills II: Brainstorming and Multi-Voting 321\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Brainstorming?\u003c\/p\u003e \u003cp\u003eWhat Are the Benefits of Brainstorming?\u003c\/p\u003e \u003cp\u003eWhat Are Some Different Types of Brainstorming?\u003c\/p\u003e \u003cp\u003eWhat Are Some Tips for Conducting Brainstorming?\u003c\/p\u003e \u003cp\u003eWhat Is Multi-Voting?\u003c\/p\u003e \u003cp\u003eDo Teams Always Multi-Vote After a Brainstorming Session?\u003c\/p\u003e \u003cp\u003eHow Do You Multi-Vote?\u003c\/p\u003e \u003cp\u003eWhat Does a Brainstorming Session with a Multi-Voting Outcome Look Like?\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21 Change Concepts 331\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is a Change Concept?\u003c\/p\u003e \u003cp\u003eWhy Use Change Concepts?\u003c\/p\u003e \u003cp\u003eHow Can You Use Change Concepts in a Process?\u003c\/p\u003e \u003cp\u003eWhat Are the Next Steps?\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e22 Measurement and Monitoring 339\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Are Measures, What Makes Measures Good, and How Do They Relate to Aims?\u003c\/p\u003e \u003cp\u003eWhat Is a Run Chart?\u003c\/p\u003e \u003cp\u003eWhat Are the Benefits of Using a Run Chart?\u003c\/p\u003e \u003cp\u003eHow Do Run Charts Fit in the Overall Improvement Process?\u003c\/p\u003e \u003cp\u003eWhat Do Run Charts Tell You About Your Performance Level and Variation?\u003c\/p\u003e \u003cp\u003eWhat Are Special Cause and Common Cause Variation?\u003c\/p\u003e \u003cp\u003eHow Do You Make a Run Chart?\u003c\/p\u003e \u003cp\u003eHow Do You Interpret Run Chart Results?\u003c\/p\u003e \u003cp\u003eWhat Is a Control Chart?\u003c\/p\u003e \u003cp\u003eWhat Is the Theory Behind Control Charts?\u003c\/p\u003e \u003cp\u003eWhat Are the Benefits of Using a Control Chart Instead of a Run Chart?\u003c\/p\u003e \u003cp\u003eWhat Are the Different Kinds of Control Charts?\u003c\/p\u003e \u003cp\u003eWhat Is an XmR Control Chart?\u003c\/p\u003e \u003cp\u003eHow Do You Interpret Control Chart Results?\u003c\/p\u003e \u003cp\u003eWhen Do You Recalculate Control Chart Values?\u003c\/p\u003e \u003cp\u003eWhat Are Some Tips for Using Run Charts and Control Charts?\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e23 Action Plans and Gantt Charts 362\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is an Action Plan?\u003c\/p\u003e \u003cp\u003eWhat Is a Gantt Chart?\u003c\/p\u003e \u003cp\u003eWhy Use Action Plans and Gantt Charts?\u003c\/p\u003e \u003cp\u003eHow Do You Write an Action Plan?\u003c\/p\u003e \u003cp\u003eHow Do You Create a Gantt Chart?\u003c\/p\u003e \u003cp\u003eWhat Are the Next Steps?\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e24 Follow Through on Improvement: Storyboards, Data Walls, and Playbooks 369\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is the Importance of Follow Through?\u003c\/p\u003e \u003cp\u003eWhat Can You Do to Follow Through?\u003c\/p\u003e \u003cp\u003eWhat Are the Fundamentals of Improvement?\u003c\/p\u003e \u003cp\u003eWhat Is a Data Wall?\u003c\/p\u003e \u003cp\u003eWhat Is a Playbook?\u003c\/p\u003e \u003cp\u003eHow Is the Playbook Used?\u003c\/p\u003e \u003cp\u003eHow Do You Create a Playbook?\u003c\/p\u003e \u003cp\u003eHow Do You Maintain Your Playbook?\u003c\/p\u003e \u003cp\u003eWhat Is a Storyboard?\u003c\/p\u003e \u003cp\u003eHow Do You Make a Storyboard?\u003c\/p\u003e \u003cp\u003eDiscussion\u003c\/p\u003e \u003cp\u003eCase Studies\u003c\/p\u003e \u003cp\u003eReview Questions\u003c\/p\u003e \u003cp\u003eBetween Sessions Work\u003c\/p\u003e \u003cp\u003e\u003cb\u003e25 Conclusion: Continuing on the Path to Excellence 380\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLooking Back\u003c\/p\u003e \u003cp\u003eLooking Forward and an Invitation: Make It Personal and Make It Happen\u003c\/p\u003e \u003cp\u003eAppendix A: Primary Care Workbook 385\u003c\/p\u003e \u003cp\u003eName Index 433\u003c\/p\u003e \u003cp\u003eSubject Index 437\u003c\/p\u003e  \u003cb\u003eEugene C. Nelson\u003c\/b\u003e, D.Sc., M.P.H., is director of quality administration for the Dartmouth-Hitchcock Medical Center and professor of community and family medicine at Dartmouth Medical School.  \u003cp\u003e\u003cb\u003ePaul B. Batalden\u003c\/b\u003e, M.D. is the director of health care improvement leadership development, Center for the Evaluative Clinical Sciences, and professor of pediatrics and of community and family medicine at Dartmouth Medical School.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eMarjorie M. Godfrey\u003c\/b\u003e, M.S., R.N., is instructor for community and family medicine at and director of the Clinical Microsystem Resource Group at Dartmouth Medical School .\u003c\/p\u003e  Quality by Design offers a new and innovative approach to transforming our health care system to be safe, timely, effective, efficient, equitable, and patient-centered. The authors' microsystem concepts and proven approach achieve the best patient outcomes by developing reliable, efficient, and responsive systems that have the capability of meeting the individual needs of one patient, continually improving care for the next patient, and creating a great place to work for all staff.\u003cbr\u003e \u003cbr\u003e   \u003cp\u003eQuality by Design reflects the research and applied training conducted at Dartmouth Medical School under the leadership of Eugene Nelson, Paul Batalden, and Marjorie Godfrey. The book includes the research results of high-performing clinical microsystems, illustrative case studies that highlight individual clinical programs, guiding principles that are easily applied, and tools, techniques, and methods that can be adapted by clinical practices and interdisciplinary clinical teams. The authors\u003c\/p\u003e \u003cul\u003e \u003cli\u003edescribe how to develop microsystems that can attain peak performance through active engagement of interdisciplinary teams in learning and applying improvement science and measurement;\u003c\/li\u003e \u003cli\u003eexplore the essence of leadership for clinical Microsystems;\u003c\/li\u003e \u003cli\u003eshow what mid-level leaders can do to enable peak performance at the front lines of care;\u003c\/li\u003e \u003cli\u003eoutline the design and redesign of services and planning care to match patient needs with services offered;\u003c\/li\u003e \u003cli\u003eexamine the issue of safety;\u003c\/li\u003e \u003cli\u003edescribe the vital role of data in creating a rich and useful information environment;\u003c\/li\u003e \u003cli\u003eprovide a core curriculum that can build microsystems' capability, provide excellent care, promote a positive work environment, and contribute to the larger organization.\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eQuality by Design offers powerful theoretical frameworks and principles, valuable tools and techniques, and an action-learning program.\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989894217957,"sku":"NP9780787978983","price":82.5,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780787978983.jpg?v=1761785822","url":"https:\/\/k12savings.com\/es\/products\/quality-by-design-isbn-9780787978983","provider":"K12savings","version":"1.0","type":"link"}