2018
DOI: 10.1080/14739879.2018.1479193
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Introducing quality improvement teaching into general practice undergraduate placements

Abstract: Quality Improvement skills are deemed essential for future clinical practice of doctors by professional regulatory bodies. This paper presents the challenges of a curriculum development initiative to ensure that all medical students have involvement with a quality improvement project during a general practice placement in their fourth year. The curriculum development is described within a 'Plan-Do-Study-Act' framework. The learning is presented as a reflective discussion with conclusions and recommendations on… Show more

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Cited by 5 publications
(3 citation statements)
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“…New subjects can be challenging to introduce due to a lack of expertise amongst teachers and difficulties releasing clinicians for faculty development [ 39 ]. The video-linked Hub software proved invaluable as it allowed experts to teach both students and teaching fellows across eight teaching hospitals simultaneously.…”
Section: Discussionmentioning
confidence: 99%
“…New subjects can be challenging to introduce due to a lack of expertise amongst teachers and difficulties releasing clinicians for faculty development [ 39 ]. The video-linked Hub software proved invaluable as it allowed experts to teach both students and teaching fellows across eight teaching hospitals simultaneously.…”
Section: Discussionmentioning
confidence: 99%
“…New subjects can be challenging to introduce due to a lack of expertise amongst teachers and di culties releasing clinicians for faculty development (35). The video-linked Hub software proved invaluable as it allowed experts to teach both students and teaching fellows across six teaching hospitals simultaneously.…”
Section: Discussionmentioning
confidence: 99%
“…На сучасному етапі реформування української системи вищої освіти відбувається переорієнтування всіх вищих навчальних закладів на компетентністно зорієнтований підхід, метою якого є розвиток та формування в осіб, які навчаються певних типів, видів і підвидів компетентностей шляхом комплексного засвоєння необхідних знань й способів практичної діяльності [8,9,11,12].…”
Section: основна частинаunclassified