Quality improvement teaching at medical school: a student perspective

Nair, Pooja; Barai, Ishani; Prasad, Sunila; Gadhvi, Karishma

doi:10.2147/amep.s101395

Cited by 20 publications

(22 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Incorporating formal teaching on quality of care in medical schools provides an expansive platform to ensure that future physicians learn about quality improvement, how to think about continuously incorporating quality initiatives into their work, and ultimately improve quality of care and patient outcomes. 4 , 15 …”

Section: Discussionmentioning

confidence: 99%

Pilot study of quality of care training and knowledge in Sub-Saharan African medical schools

Bowser

Abbas²,

Odunleye

et al. 2017

Int J Med Educ

View full text Add to dashboard Cite

ObjectivesTo identify the level of knowledge and competencies related to quality of care during medical education in sub-Saharan African medical schools. MethodsA cross-sectional study design was utilized to examine the capacity of medical schools in sub-Saharan African (SSA) countries to teach about the concepts of quality of care and the inclusion of these concepts in their curriculum. A purposeful convenience sampling technique was used to select participants from 25 medical schools in 5 sub-Saharan African countries. Respondents included medical school deans or senior academic personnel. A survey was developed using the Institute of Medicine’s definition of quality of care as the guiding framework. Sample means and summary statistics were used to present the results of the survey responses. ResultsWhile 45% of the schools surveyed are teaching on at least one of the six domains of the Institute of Medicine’s definition of quality of care, there are some schools who report not teaching about quality at all, or that they “do not know”. Despite these low numbers, when asked about topics related to quality of care, many schools are teaching applied management related topics and almost all schools teach about equity and patient-centered care. ConclusionsThe results have important impacts both for incorporating quality of care into medical education and for practitioners. The tool developed for this study can be used in future qualitative and quantitative studies to further understanding of how to improve the teaching and learning about quality of care in medical schools. Keywords: quality of care, medical schools, sub-Saharan Africa, medical errors, healthcare improvement

show abstract

Section: Discussionmentioning

confidence: 99%

Pilot study of quality of care training and knowledge in Sub-Saharan African medical schools

Bowser

Abbas²,

Odunleye

et al. 2017

Int J Med Educ

View full text Add to dashboard Cite

show abstract

“…Students who completed the reported graduating with skills and knowledge in clinical audit and quality improvement which they translated into practice after graduation enabling them to measure and improve their own and others’ practice. Previous studies have shown that using clinical audit as a teaching tool for both medical students and residents can lead to short-term improvements in patient care 9 - 11 and educational outcomes 12 - 14 …”

Section: Discussionmentioning

confidence: 99%

Perceptions of medical graduates and their workplace supervisors towards a medical school clinical audit program

et al. 2017

View full text Add to dashboard Cite

ObjectivesThis study explores how medical graduates and their workplace supervisors perceive the value of a structured clinical audit program (CAP) undertaken during medical school. MethodsMedical students at the University of Notre Dame Fremantle complete a structured clinical audit program in their final year of medical school. Semi-structured interviews were conducted with 12 Notre Dame graduates (who had all completed the CAP), and seven workplace supervisors (quality and safety staff and clinical supervisors). Purposeful sampling was used to recruit participants and data were analysed using thematic analysis. ResultsBoth graduates and workplace supervisors perceived the CAP to be valuable. A major theme was that the CAP made a contribution to individual graduate’s medical practice, including improved knowledge in some areas of patient care as well as awareness of healthcare systems issues and preparedness to undertake scientifically rigorous quality improvement activities. Graduates perceived that as a result of the CAP, they were confident in undertaking a clinical audit after graduation. Workplace supervisors perceived the value of the CAP beyond an educational experience and felt that the audits undertaken by students improved quality and safety of patient care. ConclusionsIt is vital that health professionals, including medical graduates, be able to carry out quality and safety activities in the workplace. This study provides evidence that completing a structured clinical audit during medical school prepares graduates to undertake quality and safety activities upon workplace entry. Other health professional faculties may be interested in incorporating a similar program in their curricula.

show abstract

“…The impact of an intervention bundle on blood culture contamination rate Compliance with the World Health Organisation checklist in image-guided procedures Delivery of pain management for patients after major gynaecological surgery QI teaching in universities is hampered by competing priorities within medical curricula and a lack of faculty teaching capacity [11,12]. Theory-based teaching from senior QI experts can seem irrelevant and insignificant when compared to the major priority of students and educatorsdeveloping the clinical knowledge and skills needed to succeed as a doctor.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2020

View full text Add to dashboard Cite

Background: Quality improvement (QI) is an essential component of modern clinical practice. Front-line professionals offer valuable perspectives on areas for improvement and are motivated to deliver change. In the UK, all junior doctors are expected to participate in QI in order to advance to the next stage of their training. However, UK undergraduates receive no standardized training in QI methods. This is perpetuated within medical schools by a lack of teaching capacity and competing priorities, and may lead to tokenistic engagement with future QI projects. Methods: We describe a near-peer teaching programme designed to introduce students to QI methods. This pilot study was conceived and delivered in full by junior doctors and used existing resources to ensure high quality teaching content. 111 fifth-year medical students from the University of Cambridge were taught in interactive, participative workshops that encourage them to develop their own QI change ideas and projects. Core topics included the model for improvement, driver diagrams, stakeholder engagement, measurement for improvement and analysing and presenting data. Students completed surveys before and immediately after this intervention to assess their understanding of and confidence in utilizing QI methods. Questionnaires were also completed by junior doctor tutors. Results: Analysis of questionnaires completed before and immediately after the intervention revealed statistically significant improvements in students' self-reported understanding of QI (p < 0.05) and confidence in applying techniques to their own work (p < 0.05). Students expressed a preference for QI teaching delivered by junior doctors, citing a relaxed learning environment and greater relevance to their stage of training. Tutors reported increased confidence in using QI techniques and a greater willingness to engage with QI in future. Conclusions: In this single-centre study, near-peer teaching produced significant improvements in students' selfreported understanding of QI and confidence in applying QI methods. Near-peer teaching may constitute a sustainable means of teaching essential QI skills at undergraduate level. Future work must evaluate objective measures of student engagement with and competence in conducting QI.

show abstract

Quality improvement teaching at medical school: a student perspective

Abstract: Guidelines in the UK require all doctors to actively take part in quality improvement. To ease future doctors into the process, formal quality improvement teaching can be delivered during medical school.

Cited by 20 publications

References 4 publications

Pilot study of quality of care training and knowledge in Sub-Saharan African medical schools

Pilot study of quality of care training and knowledge in Sub-Saharan African medical schools

Perceptions of medical graduates and their workplace supervisors towards a medical school clinical audit program

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

Contact Info

Product

Resources

About