Literature ReviewQuality Improvement Education in Residency Training A ReviewMassagli, Teresa L. MD; Zumsteg, Jennifer M. MD; Osorio, Marisa B. DOAuthor Information From the Departments of Rehabilitation Medicine and Pediatrics, Seattle Children's Hospital, University of Washington, Seattle, Washington (TLM); Department of Rehabilitation Medicine, Harborview Medical Center, University of Washington, Seattle, Washington (JMZ); and Department of Rehabilitation Medicine, Seattle Children's Hospital, University of Washington, Seattle, Washington (MBO). All correspondence should be addressed to: Teresa L. Massagli, MD, 4800 Sand Point Way NE, MS OB.8.410, Seattle, WA 98105. Financial disclosure statements have been obtained, and no conflicts of interest have been reported by the authors or by any individuals in control of the content of this article. American Journal of Physical Medicine & Rehabilitation: September 2018 - Volume 97 - Issue 9 - p 673-678 doi: 10.1097/PHM.0000000000000947 Buy Metrics Abstract Hospitals and healthcare institutions have strong external and internal pressures to improve patient safety and healthcare quality. Quality improvement education has been mandated for resident physicians by the Accreditation Council for Graduate Medical Education. This review describes didactic and experiential curricula for residents in quality improvement interventions as well as factors that create challenges to implementing such a curriculum and those that foster it. Resident attitudes, faculty capacity, institutional resources, and dedicated time are critical elements influencing the success of quality improvement curricula. Faculty interest in quality improvement could be enhanced by academic recognition of their work. Recommendations to facilitate publication of quality improvement efforts are described. Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved.