Continuous quality improvement (CQI) is a concept that is applied in various spheres of life. The health care system is not an exception. The implementation of CQI in health care has been an issue on the agenda of the health care institutions since the 1980s. To be precise, the discussions of the necessity of changes in the health care system started in 1987 when the Joint Commission for Accreditation of Health care Organizations (JCAHO) launched an “Agenda for Change” (Radawski 1999).
The reform in medical education was initiated in 1991 (Radawski 1999). The reform was caused by the necessity of providing efficiency in the CQI implementation. The medical personnel might have been informed about the changes. It might have been provided with all the necessary information about the CQI. The process of CQI implementation in health care institutions moved to another level in 1995 when the initial stage of adapting JCAHO standards to the system of CQI ended. At that period, the organization obliged the health care facilities to have a structural division responsible for CQI (Radawski 1999).
The progress in the Quality Implementation Plan was achieved on 30 June 1989. According to the plan, it was intended to pilot and evaluate the “Patient Commitment Card System” in the fall of the same year. Besides, it was planned to identify and evaluate community sources for QI assistance. In July 1989- June 1990, the plan was revised. In particular, it assumed the implementation of the practice methods, integration of quality improvement action plans, and establishment of the regular quality reviews.
It was decided to evaluate the effectiveness of the existing policies and guidelines. The results of the evaluation provided the background for suggestions for improvement. The implementation of the program was monitored throughout the year. The IV Documentation Team was formed in 1990. The quality reviews and assessments had been initiated the same year.
Reference
Radawski, D. (1999). Continuous Quality Improvement: Origins, Concepts, Problems, and Applications. Perspective on Physician Assistant Education, 10(1), 12-16.