Performance Improvement Tools This section covers the following: performance improvement tools quality improvement team
2.1 Performance Improvement Tools
This section covers the following:
- performance improvement tools
- quality improvement teams
- improving patient safety
- utilization management
- culture of quality
Creating a Quality Improvement Plan
Competency 7034.1.2 — The graduate develops a quality improvement plan in a healthcare environment in order to promote patient-centered care, build effective work teams, and influence organizational change.
Objectives
- Manage customer satisfaction surveys and results in an HIM department.
- Analyze how quality indicators are used as performance measures quality improvement to meet organizational goals and comply with external standards for a given healthcare situation.
- Compare the use of surveys with that of interviews when measuring customer satisfaction in a given situation.
- Describe how the elements of the patient care process cycle may influence the overall implementation of care in a given situation.
- Explain how the work of the ORYX® initiative of the Joint Commission on Accreditation of Healthcare Organizations impacts outcomes review in a given healthcare organization.
- Describe how Joint Commission standards have impacted the use of seclusion, restraints, or protective devices in a given healthcare setting.
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 7: “Measuring Customer Satisfaction”
Chapter 17: "Implementing Effective Information Management Tools for Performance Improvement"
Supplemental Resource
Read the following from Introduction to Healthcare Quality Management:
Chapter 6: “Performance Improvement Tools”
2.2 Quality Improvement Teams
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 14: “Developing Staff and Human Resources”
Additional Resources
Read the following article from Agency for Healthcare Research and Quality:
Creating Quality Improvement Teams and QI Plans
2.3 Improving Patient Safety
Supplemental Resource
Read the following chapter in Introduction to Healthcare Quality Management:
Chapter 8: “Improving Patient Safety”
Additional Resources
Read the following article from The Joint Commission:
Facts About Patient Safety
Read the following article from AHIMA:
HIM Functions in Healthcare Quality and Patient Safety
Visit the following website to learn more about records:
“Reconciling Records”
After reading the author’s commentary, provide a brief analysis of their opinions on the use of technology as it relates to medication errors and quality improvement. Do you agree or disagree? Submit your response for feedback from the course mentor.
2.4 Utilization Management
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 8: “Refining the Continuum of Care”
2.5 Culture of Quality
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 3: ”Identify Improvement Opportunities Based on Performance Measurement”
Supplemental Resource
Read the following from Introduction to Healthcare Quality Management:
Chapter 11: “Organizing for Quality”
2.6 Management of Quality Improvement Programs
Objectives
- Describe how the health information management professional leads quality improvement projects in the health information management department (HIM) of a given organization.
- Describe how the observance of specific elements of the survey process of the Joint Commission on Accreditation of Healthcare Organizations can influence quality improvement initiatives in a given situation.
- Assess how adherence to the Centers for Medicare and Medicaid Services Conditions of Participation influences a given organization’s quality improvement initiatives.
- Evaluate the effectiveness of specified components of a given quality improvement (QI) program.
- Explain how the differences between accreditation, licensure, and certification in a given healthcare organization influence its daily operations.
- Explain how application of a specified change management technique can influence the outcome of a quality improvement (QI) project in a given situation.
- Evaluate whether a given healthcare organization has complied with specific legal requirements for implementing a quality improvement (QI) program.
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 9: “Improving the Provision of Care, Treatment, and Services
Chapter 16: “Navigating the Accreditation, Certification, or Licensure Process”
Chapter 18: “Managing Healthcare Performance Improvement Projects”
Chapter 19: “Managing the Human Side of Change”
Supplemental Resource
Read the following from Introduction to Healthcare Quality Management:
Chapter 10: “Managing the Use of Healthcare Resources”
3.1 Quality Improvement
This section covers the following:
- quality and quality improvement
- performance measurement
- evaluation and continuous improvement
Creating a Quality Improvement Plan
Competency 7034.1.2 — The graduate implements quality improvement initiatives in a healthcare environment in order to promote patient-centered care, build effective work teams, and influence organizational change.
Objectives
- Select appropriate types of data to support a quality improvement (QI) initiative in a given situation.
- Identify the common areas of focus for quality improvement (QI) in a given healthcare organization.
- Differentiate between process measures and outcomes measures in a given healthcare organization.
- Compare the roles that specified teams play in implementing quality initiatives in a given situation.
- Describe the qualities of an effective quality improvement team in a given type of healthcare organization.
- Differentiate how skills each team member brings to a work group will influence the work of the group.
- Select a data collection tool to facilitate quality data collection for a given quality improvement (QI) task.
- Select a data display tool that can accurately show the meaning of a specified type of data.
- Present performance activities or recommendations to a given healthcare organization’s administrative group.
- Develop an organization-wide quality improvement (QI) process in a given healthcare organization.
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 2: “Defining a Performance Improvement Model”
Chapter 15: “Organizing for Performance Improvement”
3.2 Quality
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 9: “Improving the Provision of Care, Treatment, and Services”
Supplemental Resource
Read the following from Introduction to Healthcare Quality Management:
Chapter 2: “Quality Management Building Blocks”
3.3 Measuring Performance
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 3: “Identifying Improvement Opportunities Based on Performance Measurement”
Supplemental Resource
Read the following from Introduction to Healthcare Quality Management:
Chapter 3: “Measuring Performance”
Additional Resources
Visit the Illinois Department of Public Health's "Cancer in Illinois" website and complete the following:
- Click on “State by Race.”
- Where it says “years” you will select individual years, not ranges, when you are ready to gather your data.
- Select a cancer site of your choice.
- Select “all” for Race.
- Now choose years beginning with 2007, and work back each year to 1998.
- Select the number for “Male Count” and the number for “Female Count;” you will use those numbers for your spreadsheet.
- After gathering all the numbers, compile the results in a spreadsheet, showing the male and female counts separately for each year.
- Create a graph illustrating the trend in the cancer cite you selected: you should have two columns of data (male and female) for each year.
Submit your work and receive feedback.
3.4 Evaluation and Continuous Improvement
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 20: “Evaluating the Performance Improvement Program”
2.1 Performance Improvement Tools
This section covers the following:
· performance improvement tools
· quality improvement teams
· improving patient safety
· utilization management
· culture of quality
Creating a Quality Improvement Plan
Competency 7034.1.2 — The graduate develops a quality improvement plan in a healthcare environment in order to promote patient-centered care, build effective work teams, and influence organizational change.
Objectives
1. Manage customer satisfaction surveys and results in an HIM department.
2. Analyze how quality indicators are used as performance measures quality improvement to meet organizational goals and comply with external standards for a given healthcare situation.
3. Compare the use of surveys with that of interviews when measuring customer satisfaction in a given situation.
4. Describe how the elements of the patient care process cycle may influence the overall implementation of care in a given situation.
5. Explain how the work of the ORYX® initiative of the Joint Commission on Accreditation of Healthcare Organizations impacts outcomes review in a given healthcare organization.
6. Describe how Joint Commission standards have impacted the use of seclusion, restraints, or protective devices in a given healthcare setting.
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 7: “Measuring Customer Satisfaction”
Chapter 17: "Implementing Effective Information Management Tools for Performance Improvement"
Supplemental Resource
Read the following from Introduction to Healthcare Quality Management:
Chapter 6: “Performance Improvement Tools”
2.2 Quality Improvement Teams
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 14: “Developing Staff and Human Resources”
Additional Resources
Read the following article from Agency for Healthcare Research and Quality:
Creating Quality Improvement Teams and QI Plans
2.3 Improving Patient Safety
Supplemental Resource
Read the following chapter in Introduction to Healthcare Quality Management:
Chapter 8: “Improving Patient Safety”
Additional Resources
Read the following article from The Joint Commission:
Facts About Patient Safety
Read the following article from AHIMA:
HIM Functions in Healthcare Quality and Patient Safety
Visit the following website to learn more about records:
“Reconciling Records”
After reading the author’s commentary, provide a brief analysis of their opinions on the use of technology as it relates to medication errors and quality improvement. Do you agree or disagree? Submit your response for feedback from the course mentor.
2.4 Utilization Management
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 8: “Refining the Continuum of Care”
2.5 Culture of Quality
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 3: ”Identify Improvement Opportunities Based on Performance Measurement”
Supplemental Resource
Read the following from Introduction to Healthcare Quality Management:
Chapter 11: “Organizing for Quality”
2.6 Management of Quality Improvement Programs
Objectives
1. Describe how the health information management professional leads quality improvement projects in the health information management department (HIM) of a given organization.
2. Describe how the observance of specific elements of the survey process of the Joint Commission on Accreditation of Healthcare Organizations can influence quality improvement initiatives in a given situation.
3. Assess how adherence to the Centers for Medicare and Medicaid Services Conditions of Participation influences a given organization’s quality improvement initiatives.
4. Evaluate the effectiveness of specified components of a given quality improvement (QI) program.
5. Explain how the differences between accreditation, licensure, and certification in a given healthcare organization influence its daily operations.
6. Explain how application of a specified change management technique can influence the outcome of a quality improvement (QI) project in a given situation.
7. Evaluate whether a given healthcare organization has complied with specific legal requirements for implementing a quality improvement (QI) program.
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 9: “Improving the Provision of Care, Treatment, and Services
Chapter 16: “Navigating the Accreditation, Certification, or Licensure Process”
Chapter 18: “Managing Healthcare Performance Improvement Projects”
Chapter 19: “Managing the Human Side of Change”
Supplemental Resource
Read the following from Introduction to Healthcare Quality Management:
Chapter 10: “Managing the Use of Healthcare Resources”
3.1 Quality Improvement
This section covers the following:
· quality and quality improvement
· performance measurement
· evaluation and continuous improvement
Creating a Quality Improvement Plan Competency 7034.1.2 — The graduate implements quality improvement initiatives in a healthcare environment in order to promote patient-centered care, build effective work teams, and influence organizational change.
Objectives
1. Select appropriate types of data to support a quality improvement (QI) initiative in a given situation.
2. Identify the common areas of focus for quality improvement (QI) in a given healthcare organization.
3. Differentiate between process measures and outcomes measures in a given healthcare organization.
4. Compare the roles that specified teams play in implementing quality initiatives in a given situation.
5. Describe the qualities of an effective quality improvement team in a given type of healthcare organization.
6. Differentiate how skills each team member brings to a work group will influence the work of the group.
7. Select a data collection tool to facilitate quality data collection for a given quality improvement (QI) task.
8. Select a data display tool that can accurately show the meaning of a specified type of data.
9. Present performance activities or recommendations to a given healthcare organization’s administrative group.
10. Develop an organization-wide quality improvement (QI) process in a given healthcare organization.
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 2: “Defining a Performance Improvement Model”
Chapter 15: “Organizing for Performance Improvement”
3.2 Quality
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 9: “Improving the Provision of Care, Treatment, and Services”
Supplemental Resource
Read the following from Introduction to Healthcare Quality Management:
Chapter 2: “Quality Management Building Blocks”
3.3 Measuring Performance
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 3: “Identifying Improvement Opportunities Based on Performance Measurement”
Supplemental Resource
Read the following from Introduction to Healthcare Quality Management:
Chapter 3: “Measuring Performance”
Additional Resources
Visit the Illinois Department of Public Health's "Cancer in Illinois" website and complete the following:
1. Click on “State by Race.”
2. Where it says “years” you will select individual years, not ranges, when you are ready to gather your data.
3. Select a cancer site of your choice.
4. Select “all” for Race.
5. Now choose years beginning with 2007, and work back each year to 1998.
6. Select the number for “Male Count” and the number for “Female Count;” you will use those numbers for your spreadsheet.
7. After gathering all the numbers, compile the results in a spreadsheet, showing the male and female counts separately for each year.
8. Create a graph illustrating the trend in the cancer cite you selected: you should have two columns of data (male and female) for each year.
Submit your work and receive feedback.
3.4 Evaluation and Continuous Improvement
Read
Read the following from Quality and Performance Improvement in Healthcare: Theory, Practice and Management:
Chapter 20: “Evaluating the Performance Improvement Program”
Quality and Performance Management and Methods Scenario
Lauren works in a small health information management (HIM) department in a sub-acute/
rehabilitation facility located in a suburb. She has an associate‟s degree in business office
management and a certified coding professional credential. She is also working toward a
bachelor‟s degree in health informatics. She is looking forward to taking the registered
health information administrator (RHIA) exam as her next professional goal. She has been
working at the rehabilitation facility for about two years.
The rehabilitation floor is the first floor and accommodates 30 patients; the second floor of
the facility has 20 beds and houses the medically compromised patients. A variety of
patients are seen for rehab: their diagnoses include cerebrovascular accident (CVA), spinal
cord injury, amputations, cardiac surgery, and total joint arthroplasty. The rehab disciplines
are composed of physical, occupational, and speech therapy, and a licensed clinical social
worker serves as a counselor and assists with case management.
The patients on the second floor are treated for serious medical conditions. There are many
patients on ventilators, others recovering after open heart surgery or new amputations, and
those with serious decubitus ulcers requiring wound care. The facility has a wound care
team and receives patients from several local nursing homes in situations when wounds
become too advanced for nursing home staff to care for. Most of the patients on the second
floor receive only nursing care or wound care, although some, as they are physically
improving, receive therapies and eventually may be moved downstairs to rehab or
discharged to their homes or a nursing home.
Lauren‟s supervisor, Betsy, RHIA, manages the small HIM departments of this facility and
three others, all owned by the facility and located within a 200-mile radius. Betsy phones in
several times a week and visits Lauren twice monthly unless there are problems. Lauren
likes having the responsibility of managing all the health records for this facility and has a
good professional relationship with all the physicians and staff.
She developed several databases in addition to her regular work, one of them for the
vascular surgeon who heads the wound care team. The surgeon was looking for a way to
track the length of stay of patients with certain types of wounds. The surgeon had also
asked for a comparative study on numbers of patients transferred in from nursing homes.
The surgeon was pleased with the results of Lauren‟s work.
The surgeon mentioned Lauren‟s work to the chief executive officer (CEO) of the company.
In a rare visit to the facility, the CEO stopped in Lauren‟s office to compliment her and tell
her what a great job she was doing. Lauren knew the CEO had an MBA and was said to be
pretty tough when it came to finances. She also knew that the CEO had a background as a
respiratory care technician before coming into the business side of healthcare, so she
thought the CEO still had a bit of a soft side.
Lauren likes working for the facility, and she would like to move up into management,
perhaps into Betsy‟s position if it ever opened. She is always looking for new opportunities
and new challenges.
This morning, as Lauren was working on some release of information documents, one of the
physical therapists, Karen, came into her office and sat down rather abruptly. “Houston,
we‟ve got a problem!” She leaned forward. Lauren laughed because it always amazed her
that therapists kept such a great sense of humor, despite how tough their jobs could be. So
many of them would stop in her office to drop off a patient chart or look for Medicare forms
and stay for a few minutes to discuss the challenges their patients were having.
Thinking the problem had something to do with patient records, Lauren immediately agreed
to help. “We‟d like you to lead a quality improvement team,” Karen stated. “We‟ve been
having problems for awhile now. Patients aren‟t being brought down for therapies on time.
The transporter goes for them but ends up waiting or coming back to the department.
Sometimes we even run down to the nurses‟ station to see what‟s going on. The nurses all
know we have a tight therapy schedule for a lot of these patients. Some of them are being
seen for physical, occupational, and speech therapy, and we‟re supposed to have a 45–60
minute session in each therapy, twice a day. The nurses know that. Therapies take up the
whole morning and afternoon for these folks sometimes. That‟s why they call it rehab.”
Lauren could sense Karen‟s agitation and began to say something she hoped would calm
Karen down. But Karen started right up again. “We‟re tired of running back and forth to the
unit, and whenever we say anything about why the nurses‟ aides can‟t get the patients up
on time, it turns into an argument. I‟m tired of hearing about how short-staffed and
overworked they are. When we get the patients late, we can‟t give full treatment because
they need to be seen by all therapists. It‟s not fair to the patients. It wouldn‟t be bad if it
happened once in awhile because we all know sometimes patients are having bad days and
it‟s hard to get them going. But it‟s happening all the time now, and yesterday was the icing
on the cake!” Karen stopped only long enough to gulp her coffee and went on.
“Late yesterday, just as we were all finishing up our documentation for the day, Ellie came
barreling out of her office.” Ellie was the rehab supervisor, and at a petite five foot one,
Lauren couldn‟t picture her barreling anywhere. “She pulled us all away from our desks and
crammed us into her office. She wanted to know why billing charges were down so much
last month, but before we could even say anything, she said she received a call from the
CEO, and the CEO was pretty mad.”
This story gets worse by the minute, thought Lauren. What next? “Apparently Mrs. Kirk
called the CEO yesterday,” said Karen, “and she wanted to know why her husband hasn‟t
been getting his full rehab sessions as he did when he started a month ago. You know,
that‟s Joe‟s wife; he‟s the really sweet guy who had the bad stroke and can‟t talk yet, and
we‟re just now getting him to stand up. She comes every day in the afternoon and then
stays to feed him supper.” Lauren nodded. She knew the patient and knew that the family
was very caring. She also knew the CEO didn‟t like getting calls like that from family
members.
Karen continued. “She told the CEO that if we couldn‟t give her husband better care than
this, she was pulling him out of here and finding another rehab place for him. The CEO
called Ellie right away and told her to find out whatever was going on and fix it. Period! So
when Ellie called us into her office and told us what was going on, we told her about the
problems we had been having with nursing. She actually was pretty calm about it, which
was scary, because her voice became very low, and she turned to me and said, „Karen, I
know I can count on you to make all of this right.‟ And then she stood up, which we all took
as our cue to leave.
“All of us thought you would be the perfect person to head this up and get it fixed, because
you know all of us, both the rehab and nursing staff, and you know the procedures, and you
wouldn‟t be biased. We need someone from the outside who knows about the inside. Does
that make sense?”
Lauren laughed because it was true. She knew all the personalities and had great respect
for all of them. She wasn‟t surprised by the problem they were having because she had
heard about it when people stopped in her office to pick up a chart or when she went by the
nurses‟ station to drop off Medicare forms. It seemed to be one of those problems everyone
knew about but didn‟t know how to change. From what she had heard, they all had a
different view on why this problem was occurring and clearly they were all becoming
frustrated with it. It definitely needed to be addressed because it was impacting patient
care.
Lauren told her she would be glad to lead the team and would be e-mailing a group of staff
members by the end of the day to set up the first meeting. Karen checked her watch,
smiled, and dashed out of the office.
Lauren sent a quick e-mail to Ellie, informing her she would be forming a quality
improvement (QI) team immediately and would be reporting to her on a weekly basis. She
told Ellie that Karen had filled her in on all the details, and she would be glad to help with
this. Then she sat back and thought about who she would bring aboard this team. She knew
enough about QI activities to know the leader had to be a good facilitator and begin positive
team building right away.
Then she thought about how she could gather objective data on the problem. So many of
the staff was reporting subjectively. But she knew that sometimes perceptions weren‟t
always accurate; although, according to Mrs. Kirk, her husband was not getting his full
treatments. And according to Ellie, the therapists were not billing out for services at their
regular rates.
Lauren would need to figure out a way to gather objective data and determine where the
breakdown in the system was occurring. Her thoughts were interrupted by her ringing
phone. It was Ellie, the rehab supervisor. “Listen,” she said, “I just had a call from the CEO
again about this problem, and the CEO will be looking for a report in about six weeks.
Include what you find out, where you got your data, and what you think needs to be done.
Also, add graphs and applicable images. I just want to let you know you need to plan for
that. It‟s easier to know up front rather than backtracking later. Good luck with this, and
keep me posted!”
Lauren thanked Ellie as they ended the call and went back to developing her list for the QI
team. This was going to be quite the project. There was clearly an opportunity for
improvement in the quality of patient care being delivered at the facility. There was also an
opportunity for team building among staff, and these problems translated into a good
professional opportunity for Lauren to work on a challenging project.
,
IUP Task 2 |
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IUP Task 2 (1116)
Not Evident |
Approaching Competence |
Competent |
|
A. Quality Improvement Project https://lrps.wgu.edu/provision/117637026 |
A discussion is not provided, or the discussion makes no reference to the quality improvement project for the given clinical problem. |
The discussion is illogical, does not address how to initiate a quality improvement project for the given clinical problem, or the steps are poorly supported. |
The discussion is logical, addresses how to initiate a quality improvement project for the given clinical problem, and the steps are well supported. |
A1. Areas of Focus https://lrps.wgu.edu/provision/117634444 |
The 3 quality improvement areas of focus are not identified. |
The 3 identified quality improvement areas of focus are inappropriate for the given scenario. |
The 3 quality improvement areas of focus are identified and appropriate for the given scenario. |
A1a. Types of Data Gathered https://lrps.wgu.edu/provision/117637026 |
A description is not provided, or the description makes no reference to the types of data gathered in part A1. |
The description of the types of data gathered is irrelevant. The description of the data is inaccurate. |
The description of the types of data gathered are relevant and the description of the data is accurate. |
A1b. Data Gathering https://lrps.wgu.edu/provision/117637624 |
An explanation is not provided, or the explanation makes no reference to the process for gathering data. |
The explanation of the process for gathering data is illogical or poorly supported. |
The explanation of the process for gathering data is logical and well supported. |
A2. Quality Improvement Model https://lrps.wgu.edu/provision/117634444 |
A quality improvement model is not identified. |
Not applicable. |
The quality improvement model is identified. |
A2a. Quality Improvement Model Steps https://lrps.wgu.edu/provision/117634076 |
A description is not provided, or the description makes no reference to the steps of the chosen quality improvement model. |
The description contains some inaccuracies of the steps of the chosen quality improvement model. The steps presented are irrelevant or poorly supported. |
The description accurately addresses the steps of the chosen quality improvement model. The steps presented are relevant and well supported. |
A3. Accrediting Agencies Influence |
A discussion is not provided, or the discussion makes no reference to the influence external accrediting agencies have on the quality improvement process. |
The discussion of the influence external accrediting agencies have on the quality improvement process is illogical or poorly supported. |
The discussion of the influence external accrediting agencies have on the quality improvement process is logical and well supported. |
A3a. Organization Quality Standards https://lrps.wgu.edu/provision/117637383 |
A description is not provided, or the description makes no reference to 1 organization that helps to drive quality standards for the department. |
The description of the focus of 1 organization that helps to drive quality standards for the department is inaccurate. The area of focus is illogical or irrelevant. |
The description of the focus of 1 organization that helps to drive quality standards for the department is accurate. The area of focus presented is logical and relevant. |
A4. Benchmarking and Performance Measures https://lrps.wgu.edu/provision/117634444 |
A discussion is not provided, or the discussion makes no reference to 1 example of how benchmarking and performance measures monitor the progress made toward quality improvement goals. |
The discussion of the 1 example how benchmarking and performance measures monitor the progress made toward quality improvement goals. The reasons are poorly supported or unclear. |
The discussion of the 1 example of how benchmarking and performance measures monitor the progress made toward quality improvement goals is logical and well supported. |
B. Team Member Contribution https://lrps.wgu.edu/provision/117634666 |
The team members who contribute to the team are not identified. |
Not applicable. |
The team members who contribute to the team are identified. |
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