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

Autor: Shah KP; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA. shahkevres@gmail.com., Goyal S; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Ramachandran V; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Kohn JR; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Go JA; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Wiley Z; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Moturu A; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Namireddy MK; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Kumar A; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Jacobs RC; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Stampfl M; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Shah JR; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Fu J; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Lin WV; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Ho B; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Wey G; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Lin SY; Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, TX, USA., Caruso AC; Department of Medicine, Section of General Internal Medicine, Baylor College of Medicine, Houston, TX, USA., Gay LJ; Department of Medicine, Section of General Internal Medicine, Baylor College of Medicine, Houston, TX, USA., Stewart DE; Department of Medicine, Section of General Internal Medicine, Baylor College of Medicine, Houston, TX, USA.; Department of Pediatrics, Section of Pediatric Hospital Medicine, Baylor College of Medicine, Houston, TX, USA., Andrabi S; Department of Emergency Medicine, Baylor College of Medicine, Houston, TX, USA.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2020 Apr 23; Vol. 20 (1), pp. 126. Date of Electronic Publication: 2020 Apr 23.
DOI: 10.1186/s12909-020-1982-3
Abstrakt: 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.
Databáze: MEDLINE
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