Quality improvement education for medical students: a near-peer pilot study

McGeorge, Elizabeth; Coughlan, Charles; Fawcett, Martha; Klaber, Robert

doi:10.1186/s12909-020-02020-9

Cited by 8 publications

(8 citation statements)

References 17 publications

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“…Existing studies show mixed attitudes toward and mixed impact of this increased emphasis within UME and GME, with more successful efforts requiring special attention to the mode of QIPS education and the educators selected. [23][24][25][26][27] However, through carefully designed curricula that emphasize QIPS in UME and GME and value the contributions of residents in these efforts, institutional initiatives can help change the perception of QI work from being a peripheral component of medical training to a more central component.…”

Section: Cultural Issues Influence the Interprofessional Clementioning

confidence: 99%

Analysis of the Interprofessional Clinical Learning Environment for Quality Improvement and Patient Safety From Perspectives of Interprofessional Teams

Cheng

Collins

Baron

et al. 2021

Journal of Graduate Medical Education

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Background In 2018 the Clinical Learning Environment Review (CLER) Program reported that quality improvement and patient safety (QIPS) programs in graduate medical education (GME) were largely unsuccessful in their efforts to transfer QI knowledge and substantive interprofessional QIPS experiences to residents, and CLER 2.0 called for improvement. However, little is known about how to improve the interprofessional clinical learning environment (IP-CLE) for QIPS in GME. Objective To determine the current state of the IP-CLE for QIPS at our institution with a focus on factors affecting the IP-CLE and resident integration into interprofessional QIPS teams. Methods We interviewed an interprofessional group of residents, faculty, and staff of key units engaged in IP QIPS activities. We performed thematic analysis through general inductive approach using template analysis methods on transcripts. Results Twenty individuals from 6 units participated. Participants defined learning on interprofessional QIPS teams as learning from and about each other's roles through collaboration for improvement, which occurs naturally when patients are the focus, or experiential teamwork within QIPS projects. Resident integration into these teams had various benefits (learning about other professions, effective project dissemination), barriers (difficult rotations or program structure, inappropriate assumptions), and facilitators (institutional support structures, promotion of QIPS culture, patient adverse events). There were various benefits (strengthened relationships, lowered bar for further collaboration), barriers (limited time, poor communication), and facilitators (structured meetings, educational culture) to a positive IP-CLE for QIPS. Conclusions Cultural factors prominently affected the IP-CLE and patient unforeseen events were valuable triggers for IP QIPS learning opportunities.

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Section: Cultural Issues Influence the Interprofessional Clementioning

confidence: 99%

Analysis of the Interprofessional Clinical Learning Environment for Quality Improvement and Patient Safety From Perspectives of Interprofessional Teams

Cheng

Collins

Baron

et al. 2021

Journal of Graduate Medical Education

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“…Although popular with students, translation to practice is unclear (3)(4)(5). Sustained QI change has been demonstrated by undergraduates, but such models may be challenging to implement due to high faculty requirement and significant student time commitment (4).…”

Section: Introductionmentioning

confidence: 99%

“…Proposed barriers include knowledge, change reluctance and misconceptions discouraging peer team approaches (2). QI methodology is not universally taught in undergraduate education (1,3). Existing programmes offer constructivist approaches, centring learners as active participants with real-world application (3)(4)(5)(6).…”

Section: Introductionmentioning

confidence: 99%

“…Existing programmes offer constructivist approaches, centring learners as active participants with real‐world application (3–6). Although popular with students, translation to practice is unclear (3–5). Sustained QI change has been demonstrated by undergraduates, but such models may be challenging to implement due to high faculty requirement and significant student time commitment (4).…”

Section: Introductionmentioning

confidence: 99%

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New approach to undergraduate quality improvement

Robertson

Smith

McGowan

et al. 2023

The Clinical Teacher

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Background While quality improvement (QI) is an essential component to modern day clinical practice, some foundation doctors fail to engage. This is compounded by a lack of formalised undergraduate QI teaching. We trial an undergraduate active learning workshop and evaluate it using a concurrent triangulation mixed methods design. Approach We constructed a 2‐hour interactive QI workshop utilising near‐peer educators for third year undergraduate medical students. Our workshop demonstrated an exemplary project and a template featuring evidenced‐based QI tools to grasp key concepts. Informal support was provided for student QI projects, undertaken in small peer groups. Utility was assessed using linked pre‐and‐post event questionnaires with Likert scales, free text thematic analysis and project completion rates. Evaluation We recruited 74 students to attend our workshops delivered over 3 months. We achieved high event satisfaction and significant improvements on baseline confidence. Free text comments suggested students perceive QI as an important part of the undergraduate curriculum, described barriers to engagement and the value they place on project autonomy. The workshop eased student feelings of anxiety and intimidation regarding change ideas. Nine projects were completed with one winning a poster prize at a regional conference. Implications We demonstrate a popular resource light model that can be scaled up to a variety of centres. Targeting QI teaching at the undergraduate level may be instrumental in developing QI culture in health care systems and address barriers to postgraduate involvement. Our study furthers the understanding of undergraduate students' perspectives of QI and demand for further sessions.

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“…This model laid the foundation for the Institute for Healthcare Improvement's (IHI) Model for Improvement with three types of measures (outcome, process, and balancing) [4]. Currently, QI is considered a fundamental part of modern medicine in many countries, for physicians and is even taught to medical students [5]. In many healthcare systems, we recognize there can be a significant gap between what we learn from clinical research and what we do in our daily practices [6].…”

mentioning

confidence: 99%