Pilot implementation and evaluation of a national quality improvement taught curriculum for urology residents: Lessons from the United Kingdom

Pallari, Elena; Khadjesari, Zarnie; Biyani, Chandra Shekhar; Jain, Sunjay; Hodgson, Damian; Green, James S. A.; Sevdalis, Nick

doi:10.1016/j.amjsurg.2019.11.011

Cited by 12 publications

(7 citation statements)

References 12 publications

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“…We have started to develop such a comprehensive supportive framework for the provision of QI training for UK urology trainees through the iterative development of a basic QI skills curriculum, which we have shown is feasible and educationally effective. 33 This approach remains to be further scaled up and evaluated.…”

Section: Discussionmentioning

confidence: 99%

Assessing the current state of quality improvement training in urology in the UK: Findings from the General Medical Council 2018 trainee survey

Pallari

Hughes-Hallett

Vitoratou

et al. 2020

Journal of Clinical Urology

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Objective: The General Medical Council (GMC) of the UK has identified the need to support doctors through education in safety and quality improvement (QI) methods. This study reports findings from the GMC annual survey of 2018 from urology trainees regarding the state of QI training and their training needs. Material and methods: We designed a set of four questions to assess how QI methods are being taught nationally, and inserted them in the 2018 annual GMC trainee survey for urology. This is a cross-sectional study assessing the current state of QI training and mentoring received by trainees, and their self-assessed ability and confidence in completing a QI project as part of training requirements. Data were statistically analysed in Stata 15 stratified by Local Education Training Boards (LETBs)/Deanery and by specialty trainee level (ST3–7). Results: In total, 270 responses were received from urology trainees. Data showed significant variation across the country. Responses from ST3–7 trainees ranged from 5–20% on completing more than three QI projects, while 7–58% replied that they had done none. Across all ST grades, 40% of trainees stated they had not undertaken QI, whereas 0–27% reported they had not received any mentoring on QI to date. There was significant variation across training regions too: 11–74% of trainees answered that they have received training in QI methods, and 58–100% responded that they were confident in undertaking QI projects. Across all LETBs, 1–3% responded that they uploaded projects on national websites for dissemination; finally, a range of 0–18% stated they had completed more than three projects. Conclusion: This is the first national snapshot of QI training for the entire urology specialty in the UK. The study demonstrates wide variation in QI training and activity undertaken by trainees, and shows a lack of systematic implementation of QI education across training regions. Level of evidence: 2c

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Section: Discussionmentioning

confidence: 99%

Assessing the current state of quality improvement training in urology in the UK: Findings from the General Medical Council 2018 trainee survey

Pallari

Hughes-Hallett

Vitoratou

et al. 2020

Journal of Clinical Urology

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“…16 The module has shown educational efficacy and feasibility. 18 The evidence above suggests that EQUIP offers a viable QI training approach for surgical residents. What remains unclear, however, is how precisely EQUIP could move from a research program to a nationally deliverable and sustainable educational program within UK urology.…”

Section: The Equip Research Programmentioning

confidence: 99%

National implementation of a pragmatic quality improvement skills curriculum for urology residents in the UK: Application and results of ‘theory-of-change’ methodology

Balayah

Khadjesari

Keohane

et al. 2021

The American Journal of Surgery

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Background: There is global momentum to establish scalable Quality Improvement (QI) skills training curricula. We report development of an implementation plan for national scale-up of the 'Education in Quality Improvement' program (EQUIP) in UK urology residencies. Materials & methods: Theory-of-Change (ToC) methodology was used, which engaged EQUIP stakeholders in developing a single-page implementation 'Logic Model' in 4 study phases (2 stakeholder workshops (N ¼ 20); 10 stakeholder interviews). The framework method was used for analysis. Results: Core elements of the EQUIP Logic Model include: (i) QI curriculum integration into national surgical curricula; (ii) resident-led, modular, team-based QI projects; (iii) development of a national webplatform as QI projects library; (iv) a train-the-trainers module to develop attendings as QI mentors; and (v) knowledge transfer activities (e.g., peer-reviewed publications of residents' QI projects). Conclusions: ToC methodology was useful in developing a stakeholder-driven, actionable implementation plan for the national scale-up of EQUIP in the UK.

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“…As mentioned above, the Kirkpatrick Model has been widely used in evaluation in HPE. It has been used to evaluate a range of education programmes including simulation in medical students, residents and physicians [31][32][33] ; simulation in nursing 34,35 ; interprofessional learning 36 ; continuing professional development [37][38][39] ; online learning 40 ; and curriculum evaluation. 41,42 The model was first published by Donald Kirkpatrick as a series of four articles in 1959 and 1960, [43][44][45][46] which aimed to provide guidance to human relations training directors to increase their evaluation efforts.…”

Section: Overview Of the Kirkpatrick Modelmentioning

confidence: 99%

Evaluation in health professions education—Is measuring outcomes enough?

2021

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Introduction:In an effort to increase the rigour of evaluation in health professions education (HPE), a range of evaluation approaches are used. These largely focus on outcome evaluation as opposed to programme evaluation. We aim to review and critique the use of outcome evaluation models, using the Kirkpatrick Model as an example given its wide acceptance and use, and advocate for the use of programme evaluation models that help us understand how and why outcomes are occurring.Methods: We systematically searched OVID medline, Scopus, CINAHL and Pubmed, and hand searched six leading HPE journals to provide an overview of the use of the Kirkpatrick Model as well as a range of programme evaluation models in HPE. In

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Pilot implementation and evaluation of a national quality improvement taught curriculum for urology residents: Lessons from the United Kingdom

Cited by 12 publications

References 12 publications

Assessing the current state of quality improvement training in urology in the UK: Findings from the General Medical Council 2018 trainee survey

Assessing the current state of quality improvement training in urology in the UK: Findings from the General Medical Council 2018 trainee survey

National implementation of a pragmatic quality improvement skills curriculum for urology residents in the UK: Application and results of ‘theory-of-change’ methodology

Evaluation in health professions education—Is measuring outcomes enough?

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