Efficacy of quality improvement and patient safety workshops for students: a pilot study

BMC Medical Education

Sara Andrabi¹  Lindsey Jordan Gay²  Andrew C. Caruso²  Diana E. Stewart²  Anjali Kumar³  Meera K. Namireddy³  Vignesh Ramachandran³  Weijie V. Lin³  Zachary Wiley³  Grace Wey³  Anoosha Moturu³  Jesal R. Shah³  Ryan C. Jacobs³  Matthew Stampfl³  Jonathan A. Go³  Jaden R. Kohn³  Kevin P. Shah³  Justin Fu³  Sophie Y. Lin³  Brandon Ho³  Shreya Goyal³ 

[1] Department of Emergency Medicine, Baylor College of Medicine;Department of Medicine, Section of General Internal Medicine, Baylor College of Medicine;Office of Undergraduate Medical Education, Baylor College of Medicine;

关键词: Quality improvement;    Patient safety;    Curriculum;    Workshops;    Medical education;    Medical students;   

DOI  :  10.1186/s12909-020-1982-3

来源: DOAJ

【 摘 要 】

Abstract Background While the Association of American Medical Colleges encourages medical schools to incorporate quality improvement and patient safety (QI/PS) into their curriculum, medical students continue to have limited QI/PS exposure. To prepare medical students for careers that involve QI/PS, the Institute for Healthcare Improvement chapter at an allopathic medical school and school of allied health professions initiated self-directed learning by offering student-led workshops to equip learners with skills to improve the quality and safety of healthcare processes. Methods In this prospective cohort study, workshops were hosted for medical students between 2015 and 2018 on five QI/PS topics: Process Mapping, Root-Cause Analysis (RCA), Plan-Do-Study-Act (PDSA) Cycles, Evidence Based Medicine (EBM), and Patient Handoffs. Each workshop included a hands-on component to engage learners in practical applications of QI/PS skills in their careers. Change in knowledge, attitudes, and behaviors was assessed via pre- and post-surveys using 5-point Likert scales, and analyzed using either the McNemar test or non-parametric Wilcoxon signed-rank test. Surveys also gathered qualitative feedback regarding strengths, future areas for improvement, and reasons for attending the workshops. Results Data was collected from 88.5% of learners (n = 185/209); 19.5% of learners reported prior formal instruction in these topics. Statistically significant improvements in learners’ confidence were observed for each workshop. Additionally, after attending workshops, learners felt comfortable teaching the learned QI/PS skill to colleagues (mean pre/post difference 1.96, p < 0.0001, n = 139) and were more likely to pursue QI/PS projects in their careers (mean pre/post difference 0.45, p < 0.0001, n = 139). Lastly, learners demonstrated a statistically significant increase in knowledge in four out of five skills workshop topics. Conclusion Few medical students have formal instruction in QI/PS tools. This pilot study highlights advantages of incorporating an innovative, student-directed modified ‘flipped classroom’ methodology, with a focus on active experiential learning and minimal didactic instruction.

【 授权许可】

Unknown