• Neha Patel, P J Brennan, Joshua Metlay, Lisa Bellini, Richard P Shannon, and Jennifer S Myers.
• Dr. Patel is assistant professor of clinical medicine, Department of Medicine, director of quality, Section of Hospital Medicine, and codirector, Healthcare Leadership in Quality track, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania. Dr. Brennan is professor of medicine, Perelman School of Medicine, University of Pennsylvania, and senior vice president and chief medical officer, University of Pennsylvania Health System, Philadelphia, Pennsylvania. Dr. Metlay is chief, General Medicine Division, Massachusetts General Hospital, Boston, Massachusetts. Dr. Bellini is professor of medicine and vice chair for education, Department of Medicine, and vice dean for faculty affairs, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania. Dr. Shannon is Louise Nerancy Professor of Health Policy Science and executive vice president for health affairs, University of Virginia Health System, Charlottesville, Virginia. Dr. Myers is associate professor of clinical medicine, Department of Medicine, associate designated institutional official, Quality and Safety in Graduate Medical Education, and codirector, Healthcare Leadership in Quality track, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania.
• Acad Med. 2015 Feb 1; 90 (2): 185-90.

ProblemMany health care organizations seek physicians to lead quality improvement (QI) efforts, yet struggle to find individuals with the necessary expertise. Although most residency programs incorporate QI and patient safety principles into their curricula, few provide a specialized training program for residents exploring careers as physician leaders in quality.ApproachRecognizing this training void, the authors designed and implemented the Healthcare Leadership in Quality (HLQ) track for residents at the University of Pennsylvania Health System in 2010. This longitudinal, two-year graduate medical education (GME) track aligns with the quality goals of the University of Pennsylvania Health System and includes a core curriculum, integration into an interprofessional health care leadership team that is accountable for quality and safety outcomes on a hospital unit, a capstone QI project, and mentorship.OutcomesEarly evaluation has demonstrated the feasibility and efficacy of the track diverse graduate medical education training programs. Using Yardley and Dornan's interpretation of the Kirkpatrick framework, the authors have demonstrated the track's impact on four levels of educational and organizational outcomes.Next StepsBuilding on their early experiences, the authors are integrating project and time management skills into the core curriculum, and they are focusing more effort on faculty development in QI mentorship. Additionally, the authors plan to follow HLQ track graduates to determine whether they seek leadership roles in quality and safety and to assess the influence of the program on their careers.

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