Position Description Template s3

V 1.0 Position Description Template

Clinician – Quality Improvement

Faculty Member Name:

Hospital / Organization:

General Description: The Clinician-Quality Improvement (C-QI) position description in the Department of Psychiatry recognizes applied, scholarly work carried out by Department members focused on enhancing health outcomes through leadership and collaboration around practice improvement and innovation activities. This category serves to broadly include members whose primary academic interest is that of engaging in quality improvement (QI), patient safety, or other forms of healthcare innovation (e.g., advancing health informatics, developing new processes and models of care, and program and process evaluation). For the purpose of this position description, the term “quality improvement” is intended to encompass activities relating to, but not limited to, quality improvement, patient safety, clinical program and process evaluation or other forms of healthcare innovation (e.g., population health approaches or preventative mental health).

Time Distribution: The faculty member is engaged in quality improvement, patient safety, knowledge translation and/or healthcare innovation activities (including research and creative professional activity [CPA]) for 10-30% of their time with another 20-60% of their time divided among teaching, research, and education-related activities.

Time Distribution Requirements (must add Description / Comments up to 100%)

Clinical It is expected that clinical activities Activity will include involvement in relevant continuing professional practice development (CPPD) activities, such as CPPD committees or working groups related to QI or delivering QI workshops and courses.

Improvement/ The faculty member is expected to Innovation show significant engagement in Activity improvement, translational, or innovation activities, such as leading a divisional QI project, or contributing significantly to one sub- component of institution- wide/multisite QI initiatives. He/she will pilot new models of care (e.g., establishing a post- discharge clinic), innovations, or implementing established QI interventions (e.g., implementing order sets to standardize care) in their local clinical division.

The faculty member must maintain a formal CPA dossier to document and reflect on their improvement and/or innovation activities and their impact on patient care. He/she will carry out improvement and/or innovation activities in a scholarly way with evidence of ongoing evaluation to assess the impact of their work on their local clinical practice.

Teaching & The faculty member is expected to Education provide teaching within the context Activity of clinical care. This is a critically important and highly valued activity in the department. It is expected that the faculty member will teach and supervise undergraduate, graduate, postgraduate, or post-doctoral trainees and will be involved in the evaluation of these trainees. Teaching responsibilities should include trainee QI project supervision where applicable. The faculty member is expected to teach and educate to their strengths in QI, which can include teaching in continuing professional and practice development activities.

He/she may engage in research or scholarship in education, such as developing or evaluating teaching materials for learners or patients and program evaluation and/or continuing professional and practice development activities. He/she may lead educational programs, courses or rotations for learners, faculty or patients/public, and may be expected to participate on educational committees related to their quality improvement and innovation interests.

Research & The faculty member may choose to Scholarship carry out their improvement and/or Activity innovation work as research and/or scholarship and disseminate via traditional research-based avenues (e.g., conference presentations, peer- reviewed manuscripts); however, this will vary significantly and may not be limited to research and scholarship in QI. He/she is actively encouraged to involve trainees in research and scholarly work.

Administrative The faculty member is expected to Activity participate in 1 or 2 Hospital, Departmental, or Faculty-level committees relevant to their work. He/she regularly attends Division meetings.

Full-Time Clinical Faculty Three-Year Academic Reviews: The progress and contributions in each area of activity will be given a comprehensive review at the end of the first three years of appointment. The review process will be conducted by the Department Appointments Committee and the Chair, with input from the Psychiatrist-in-Chief and Division Director. A satisfactory review will result in a Continuing Annual Appointment. An unsatisfactory review will result in the termination of the appointment.

Part-Time Clinical Faculty Annual Academic Review: The faculty member is required to submit a summary of his/her academic activities during the past year as part of the annual appointment renewal process.

Reporting Relationship: The faculty member reports to the Psychiatrist-in-Chief and to the Department Division Director, and through them to the Department Chair, University of Toronto. ______University Department Chair Date

______Psychiatrist-in-Chief Date

______Division Director Date

______Faculty Member Date

Appendix A: Example of Possible Qualifications Based on Academic Rank

Lecturer Assistant professor

Training Level of dissemination Training Level of dissemination

Completion of Defined goals for 1+ year post-residency Demonstrated CPA in QI non-degree QI scholarship (CPA in QI) fellowship + non-degree QI and first author peer training outlined in Academic training review publication Planning Document OR relevant to QI OR Graduate degree in QI Demonstrated CPA in QI OR and/or first author peer Graduate degree relevant to review publication QI, e.g. MPH, MBA, relevant to QI informatics, with demonstrated QI competency (e.g., has completed a QI project)

Appendix B: Examples of Activities for C-QI Position Description

 Leading major local QI initiatives where implementation issues are known to be complex  Major contribution to the implementation of healthcare innovations and new models of care and may include development of guidelines, policy papers, or white papers  Significant leadership position either locally or nationally/internationally in fields such as QI, patient safety or knowledge translation  Significant time mentoring peers and learners to engage in improvement and/or practice innovation activities

Appendix C: Demonstrating Impact for C-QI

 Awards recognizing contributions made to improvement and/or innovation in the clinical institution  Unsolicited testimonials / letters of recognition provided by operational / institutional leaders (hospital CEO, medical directors etc.)  Invitation to consult and provide critical input to support an external institution’s efforts to move its QI initiative or healthcare innovation / new model of care forward  Evidence of impact beyond their local division (i.e., dissemination to multiple divisions/departments within a single hospital, or to a single University division across multiple hospitals)  Publication of scholarly work in peer-reviewed journal or presentation of scholarly work at national/international society or QI/patient safety/knowledge translation meetings