The Rockford School of Medicine undergraduate quality assurance program

Barr, Daniel M.; Wollstadt, L J; Goodrich, L L; Pittman, Joseph G.; Booher, C E; Evans, Ruby

doi:10.1097/00001888-197605000-00003

Cited by 4 publications

(2 citation statements)

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“…[11][12][13][14][15][16][17][18][19] In addition to these approaches, the combination of lectures and small group exercises is viewed as an effective approach to transfer competencies associated with improved quality care. 20 The purpose of this paper is to report on the development and evaluation of a classroom-based curriculum designed to promote interprofessional competencies by allowing undergraduate students from various health professions to work together on system-based problems using quality improvement methods and tools to improve patient-centred care.…”

Section: Introductionmentioning

confidence: 99%

A Quality Improvement Activity to Promote Interprofessional Collaboration Among Health Professions Students

Dobson¹,

Stevenson²,

Busch³

et al. 2009

Am J Pharm Educ

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Objectives. To develop and evaluate a classroom-based curriculum designed to promote interprofessional competencies by having undergraduate students from various health professions work together on system-based problems using quality improvement (QI) methods and tools to improve patientcentered care. Design. Students from 4 health care programs (nursing, nutrition, pharmacy, and physical therapy) participated in an interprofessional QI activity. In groups of 6 or 7, students completed pre-intervention and post-intervention reflection tools on attitudes relating to interprofessio nal teams, and a tool designed to evaluate group process. Assessment. One hundred thirty-four students (76.6%) completed both self-reflection instruments, and 132 (74.2%) completed the post-course group evaluation instrument. Although already high prior to the activity, students' mean post-intervention reflection scores increased for 12 of 16 items. Post-intervention group evaluation scores reflected a high level of satisfaction with the experience. Conclusion. Use of a quality-based case study and QI methodology were an effective approach to enhancing interprofessional experiences among students.

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Section: Introductionmentioning

confidence: 99%

A Quality Improvement Activity to Promote Interprofessional Collaboration Among Health Professions Students

Dobson¹,

Stevenson²,

Busch³

et al. 2009

Am J Pharm Educ

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“…During the 1970s, ambulatory settings were already suggested for training of medical students 17 , and the functions of a family medicine preceptorship was studied in the years 1976-1977 18 . Following these developments, a model using local health centres in undergraduate medical education was proposed 19 .…”

Section: Introductionmentioning

confidence: 99%

Perceived educational value and enjoyment of a rural clinical rotation for medical students

Wilson

Bouhuijs²,

Conradie³

et al. 2008

RRH

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It is well-recognised that medical students whose training exposure is largely limited to tertiary-level training hospitals may be inappropriately equipped to deal with the most relevant health issues affecting rural communities. This article evaluated the perceived educational value of a 2 week clinical rotation undertaken by senior undergraduate medical students at rural district hospitals and health care centers in the Western Cape Province, South Africa.Methods: Students completed a daily log diary to provide an overview of time spent on specific academic activities, ranking the educational and enjoyment value of each activity. At the end of the 2 week rotation students completed an open-ended questionnaire capturing the main positive and negative aspects of their experience, followed by focus group discussions with a randomly selected subgroup. In addition, a formal feedback seminar was arranged with the academic supervisors at each of the training sites to triangulate the information received and to document their perspective.Results: Thirty-seven students consented to study participation and 25 (68%) adequately completed the log diaries and questionnaires, rating the following activities as most educational: 'assisting in theatre', 'teaching by doctor', 'seeing patients in clinic/health centre/OPD' and 'mobile clinic excursions'. The rural experience allowed practical application of their theoretical knowledge, which improved their levels of confidence and enjoyment. The most enjoyed activities were: 'mobile clinic © NW Wilson, PAJ Bouhuijs, HH Conradie, H Reuter, BB Van Heerden, B Marais, 2008. A licence to publish this material has been given to ARHEN http://www.rrh.org.au 2 excursions', 'performing medical procedures' and 'teaching by doctor'. The students were critical of some aspects: (i) the rural rotation was not structured efficiently; (ii) compulsory written reports and additional projects prevented them from maximizing the rural experience; and (iii) a time period of 2 weeks was felt to be too short for optimum benefit from the rotation. Conclusion:The feedback obtained from this log diary study demonstrates that well-functioning rural health care centers provide excellent opportunities for students to develop the most relevant practical skills required of generalist doctors working in resourcelimited settings. In addition to a more efficiently structured rural program, students requested an increase in the length of the rotation and a reduction in the written academic workload.

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Education and the quality of health services

Vuori

1980

Health Policy and Education

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The Rockford School of Medicine undergraduate quality assurance program

Cited by 4 publications

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A Quality Improvement Activity to Promote Interprofessional Collaboration Among Health Professions Students

A Quality Improvement Activity to Promote Interprofessional Collaboration Among Health Professions Students

Perceived educational value and enjoyment of a rural clinical rotation for medical students

Education and the quality of health services

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