Background: Despite the push for resident and faculty involvement in patient safety (PS) and quality improvement (QI), there is limited literature describing programs that train them to conduct PS/QI projects. Objective: To determine the effectiveness of a co-learning PS/QI curriculum. Method: The authors implemented a co-learning (residents and faculty together) PS/QI curriculum within our general Internal Medicine program over 1 year. The curriculum consisted of two workshops, between-session guidance, and final presentation. The authors evaluated effectiveness by self-assessment of attitude, knowledge, and behavior change and PS/QI project completion. Results: Thirty-eight of 32 (95%) resident and 8 faculty member participants attended the workshops and 27 of 40 (67%) completed the evaluation. Participants (87–96%) responded favorably regarding workshop effectiveness. The authors found significant improvement in 78% of items pertaining to PS/QI knowledge/skills, but no difference for attitudinal items. The final project evaluation participants rated project content as relevant to learning needs (75%); training as well-organized (75%); faculty mentorship for the project as supportive (75%); and the overall project as excellent or very good (71%). Conclusion: The authors successfully demonstrated a framework for co-teaching faculty and residents to conduct PS/QI projects. Participants acquired necessary tools to practice in an ever-evolving clinical setting emphasizing a patient-centered and quality-focused environment.
Purpose This study's purpose was to determine if there was a meaningful association between the multiple mini-interview (MMI) scores of students admitted to a US medical school and their subsequent performance during the basic science component of the curriculum which relies heavily on problembased learning (PBL). Methods The authors used data from the matriculating classes of 2010-2012 (n = 125). Collected data included student MMI scores, highest MCAT score, undergraduate GPA, and demographics. The authors correlated MMI scores with PBL ratings using the Sequenced Performance Inventory and Reflective Assessment of Learning (SPIRAL), a modified version of a small group scoring rubric. The authors analyzed the data using Pearson's correlation coefficient. Results The authors found significant positive correlations between the MMI and 12 of the 14 SPIRAL factors. The correlation between the MMI score and the average of the 14 SPIRAL factor ratings was 0.325 (p < 0.01). The authors found no significant correlations between the MMI score and MCAT scores, GPA, age, or gender. Conclusions Previous studies have reported on the predictive validity of the multiple mini-interview (MMI) process regarding non-cognitive learning aspects and teamwork dynamics. Our findings lend support to the growing MMI literature by showing that the MMI model is associated with aspects of small group learning. The MMI is a valued part of this school's admissions process for selecting students who may be more successful in learning activities involving groups. Other schools of medicine may find the MMI to be a valuable addition to their admissions process for assessing noncognitive skills.
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