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Journal of Pediatric Psychology Advance Access published online on November 9, 2009
Journal of Pediatric Psychology, doi:10.1093/jpepsy/jsp092
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© The Author 2009. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org

Commentary: The Application of Quality Improvement in Pediatric Psychology: Observations and Applications

Uma Kotagal, MBBS MSc1 and Thomas Nolan, PhD2

1Division of Health Policy and Clinical Effectiveness, Cincinnati Children's Hospital Medical Center and 2Associates for Process Improvement

All correspondence concerning this article should be addressed to Uma Kotagal, MBBS, MSc, Division of Health Policy and Clinical Effectiveness, MLC 3025, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH 45229, USA. E-mail: uma.kotagal@cchmc.org

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While a great deal of resources and energy are spent on developing new therapies, the medical community is often still slow to implement new discoveries or to ensure reliable delivery of known effective treatments (Cabana et al., 1999Go; Grol & Wensing, 2004Go). The authors of the four papers on the application of quality improvement in this issue of the Journal of Pediatric Psychology have made a contribution to research methods to improve outcomes in pediatric psychology. They have taught us how to perform simultaneously the roles of being the principal advocate for a change to the care system and the principal investigator of whether the change is an improvement. In many research institutions, this is thought to be an unhealthy merging of practitioner and researcher. Improvement science requires that both roles be handled simultaneously and skillfully. Effective improvement in clinical and administrative processes requires knowledge of context, the . . . [Full Text of this Article]

Studying Data over Time

Reducing Variation

Providing Timely Feedback

Scaling-up


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