Editorial: Engaging Trainees in Health Care Improvement Throughout Medical Education

Zeltser, Marina; Schanker, Benjamin D.

doi:10.1177/1062860612452376

Cited by 4 publications

(2 citation statements)

References 4 publications

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“…Students who actively engage in QIPs learn first-hand about logistical challenges, administrative issues and financial constraints and human factors [2, 20]. Key characteristics of successful QI curricula in medical education that have been previously identified include: attention to the interface of clinical and education systems; considered choice of QIPs for the trainee; and appropriately trained local faculty [3].…”

Section: Discussionmentioning

confidence: 99%

Is the delivery of a quality improvement education programme in obstetrics and gynaecology for final year medical students feasible and still effective in a shortened time frame?

et al. 2017

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BackgroundTeaching clinical audit skills to nascent health professionals is one strategy to improve frontline care. The undergraduate medical curriculum at the University of Auckland provides improvement science theory and skills in Year 5 teaching, and the opportunity to put this into practice during an Obstetrics and Gynaecology (O&G) clinical attachment in Year 6. In 2015, a revised medical school curriculum at the university resulted in a planned reduction of the O&G attachment from five weeks to four, necessitating revision of the Year 6 Quality Improvement (QI) project. The aim of this study was to evaluate if the revised programme provided an important experiential learning opportunity for medical students without imposing an unsustainable burden on clinical services.MethodsBased on a CIPP (Context/Input/Process/Product) evaluation model, the study was conducted in several stages to get a sense of the context as the new programme was being planned (Context evaluation), the feasibility of an alternative approach to meet the educational need (Input evaluation), the implementation of the revised programme (Process evaluation) and finally, the programme outcomes (Product evaluation). We used multiple data sources (supervisors, students, academic administrators, and hospital staff) and data collection methods (questionnaires, focus groups, individual interviews, consultative workshops, student reports and oral presentations).ResultsThe context evaluation revealed the Year 6 QI programme to be valuable and contributed to O&G service improvements, however, the following concerns were identified: time to complete the project, timely topic selection and access to data, recognition of student achievement, and staff workload. The evaluation of the revised QI project indicated improvement in student perceptions of their QI knowledge and skills, and most areas previously identified as challenging, despite the concurrent reduction in the duration of the O&G attachment.ConclusionsApplying the CIPP model for evaluation to our revised QI programme enabled streamlining of procedures to achieve greater efficiency without compromising the quality of the learning experience, or increasing pressure on staff. A four week clinical rotation is adequate for medical educators to consider opportunities for including QI projects as part of student experiential learning.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0927-y) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Is the delivery of a quality improvement education programme in obstetrics and gynaecology for final year medical students feasible and still effective in a shortened time frame?

et al. 2017

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“…Although academic hospitals are under increasing pressure to demonstrate that they provide high-quality and high-value care, 10 the success or failure of their QI programs will depend on their ability to enlist residents on the front lines of care in organizational efforts to improve quality and safety. 11…”

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confidence: 99%

The Effect of a Resident-Led Quality Improvement Project on Improving Communication Between Hospital-Based and Outpatient Physicians

et al. 2013

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This article reports on a resident-led quality improvement program to improve communication between inpatient internal medicine residents and their patients' primary care physicians (PCPs). The program included education on care transitions, standardization of documentation, audit and feedback of documented PCP communication rates with public reporting of performance, rapid-cycle data analysis and improvement projects, and a financial incentive. At baseline, PCP communication was documented in 55% of patients; after implementation of the intervention, communication was documented in 89.3% (2477 of 2772) of discharges during the program period. The program was associated with a significant increase in referring PCP satisfaction with communication at hospital admission (baseline, 27.7% "satisfied" or "very satisfied"; postintervention, 58.2%; P < .01) but not at discharge (baseline, 14.9%; postintervention, 21.8%; P = .41). Residents cited the importance of PCP communication for patient care and audit and feedback of their performance as the principal drivers of their engagement in the project.

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Improving Communication with Primary Care Physicians at the Time of Hospital Discharge

Destino¹,

Wood²,

Pageler³

et al. 2017

The Joint Commission Journal on Quality and Patient Safety

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Editorial: Engaging Trainees in Health Care Improvement Throughout Medical Education

Cited by 4 publications

References 4 publications

Is the delivery of a quality improvement education programme in obstetrics and gynaecology for final year medical students feasible and still effective in a shortened time frame?

Is the delivery of a quality improvement education programme in obstetrics and gynaecology for final year medical students feasible and still effective in a shortened time frame?

The Effect of a Resident-Led Quality Improvement Project on Improving Communication Between Hospital-Based and Outpatient Physicians

Improving Communication with Primary Care Physicians at the Time of Hospital Discharge

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