Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session
Abstract Background Active learning improves learner engagement and knowledge retention. The application of continuous quality improvement methodologies, such as the Plan-Do-Study-Act (PDSA) framework, may be useful for optimizing medical education, including active learning sessions. We aimed to en...
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| Format: | Article |
| Language: | English |
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BMC
2021-08-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-021-02886-3 |
| _version_ | 1818729942417932288 |
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| author | Stacey Rose Richard Hamill Andrew Caruso Nital P. Appelbaum |
| author_facet | Stacey Rose Richard Hamill Andrew Caruso Nital P. Appelbaum |
| author_sort | Stacey Rose |
| collection | DOAJ |
| description | Abstract Background Active learning improves learner engagement and knowledge retention. The application of continuous quality improvement methodologies, such as the Plan-Do-Study-Act (PDSA) framework, may be useful for optimizing medical education, including active learning sessions. We aimed to enhance student satisfaction and achievement of learning outcomes by applying the PDSA framework to an antibiotic utilization curriculum for medical students. Methods Guided by the Plan-Do-Study-Act framework, between February 2017 and July 2019, we developed, implemented, and revised an active learning session for medical students, focused on appropriate utilization of antibiotics during their Internal Medicine clerkship. Results Across twelve sessions, 367 students (83.4%) completed the post-evaluation survey. Although baseline ratings were high (97% of respondents enjoyed the “active learning” format), constructive comments informed iterative improvements to the session, such as modifying session timing, handouts and organization of the gaming component. Intervention 3, the last improvement cycle, resulted in more favorable ratings for the active learning format (p = 0.015) improvement in understanding antibiotics and their clinical application (p = 0.001) compared to Baseline ratings. Conclusions This intervention suggests that active learning, with regular incorporation of student feedback vis-à-vis a PDSA cycle, was effective in achieving high student engagement in an Internal Medicine core clerkship session on antibiotic therapy. Iterative interventions based on student feedback, such as providing an antibiotic reference table and answer choices for each case, further improved student receptivity and perceived educational value. The study findings have potential implications for medical education and suggest that the application of the PDSA cycle can optimize active learning pedagogies and outcomes. |
| first_indexed | 2024-12-17T22:53:54Z |
| format | Article |
| id | doaj.art-94bc1446b7b241be88743709f00380ba |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-17T22:53:54Z |
| publishDate | 2021-08-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-94bc1446b7b241be88743709f00380ba2022-12-21T21:29:35ZengBMCBMC Medical Education1472-69202021-08-012111710.1186/s12909-021-02886-3Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning sessionStacey Rose0Richard Hamill1Andrew Caruso2Nital P. Appelbaum3Department of Internal Medicine, Section of Infectious Diseases, Baylor College of MedicineDepartment of Internal Medicine, Section of Infectious Diseases, Baylor College of MedicineDepartment of Internal Medicine, Baylor College of MedicineDivision of Evaluation, Assessment, Research, Department of Surgery, Baylor College of MedicineAbstract Background Active learning improves learner engagement and knowledge retention. The application of continuous quality improvement methodologies, such as the Plan-Do-Study-Act (PDSA) framework, may be useful for optimizing medical education, including active learning sessions. We aimed to enhance student satisfaction and achievement of learning outcomes by applying the PDSA framework to an antibiotic utilization curriculum for medical students. Methods Guided by the Plan-Do-Study-Act framework, between February 2017 and July 2019, we developed, implemented, and revised an active learning session for medical students, focused on appropriate utilization of antibiotics during their Internal Medicine clerkship. Results Across twelve sessions, 367 students (83.4%) completed the post-evaluation survey. Although baseline ratings were high (97% of respondents enjoyed the “active learning” format), constructive comments informed iterative improvements to the session, such as modifying session timing, handouts and organization of the gaming component. Intervention 3, the last improvement cycle, resulted in more favorable ratings for the active learning format (p = 0.015) improvement in understanding antibiotics and their clinical application (p = 0.001) compared to Baseline ratings. Conclusions This intervention suggests that active learning, with regular incorporation of student feedback vis-à-vis a PDSA cycle, was effective in achieving high student engagement in an Internal Medicine core clerkship session on antibiotic therapy. Iterative interventions based on student feedback, such as providing an antibiotic reference table and answer choices for each case, further improved student receptivity and perceived educational value. The study findings have potential implications for medical education and suggest that the application of the PDSA cycle can optimize active learning pedagogies and outcomes.https://doi.org/10.1186/s12909-021-02886-3Active learningAntibiotics therapyMedical educationQuality improvement |
| spellingShingle | Stacey Rose Richard Hamill Andrew Caruso Nital P. Appelbaum Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session BMC Medical Education Active learning Antibiotics therapy Medical education Quality improvement |
| title | Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session |
| title_full | Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session |
| title_fullStr | Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session |
| title_full_unstemmed | Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session |
| title_short | Applying the Plan-Do-Study-Act cycle in medical education to refine an antibiotics therapy active learning session |
| title_sort | applying the plan do study act cycle in medical education to refine an antibiotics therapy active learning session |
| topic | Active learning Antibiotics therapy Medical education Quality improvement |
| url | https://doi.org/10.1186/s12909-021-02886-3 |
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