Efficacy of quality improvement and patient safety workshops for students: a pilot study
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,...
| Main Authors: | , , , , , , , , , , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2020-04-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-020-1982-3 |
| _version_ | 1818883703055581184 |
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| author | Kevin P. Shah Shreya Goyal Vignesh Ramachandran Jaden R. Kohn Jonathan A. Go Zachary Wiley Anoosha Moturu Meera K. Namireddy Anjali Kumar Ryan C. Jacobs Matthew Stampfl Jesal R. Shah Justin Fu Weijie V. Lin Brandon Ho Grace Wey Sophie Y. Lin Andrew C. Caruso Lindsey Jordan Gay Diana E. Stewart Sara Andrabi |
| author_facet | Kevin P. Shah Shreya Goyal Vignesh Ramachandran Jaden R. Kohn Jonathan A. Go Zachary Wiley Anoosha Moturu Meera K. Namireddy Anjali Kumar Ryan C. Jacobs Matthew Stampfl Jesal R. Shah Justin Fu Weijie V. Lin Brandon Ho Grace Wey Sophie Y. Lin Andrew C. Caruso Lindsey Jordan Gay Diana E. Stewart Sara Andrabi |
| author_sort | Kevin P. Shah |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-19T15:37:52Z |
| format | Article |
| id | doaj.art-c15a8937db74436c8ff87d8a9b362ffe |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-19T15:37:52Z |
| publishDate | 2020-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-c15a8937db74436c8ff87d8a9b362ffe2022-12-21T20:15:33ZengBMCBMC Medical Education1472-69202020-04-0120111010.1186/s12909-020-1982-3Efficacy of quality improvement and patient safety workshops for students: a pilot studyKevin P. Shah0Shreya Goyal1Vignesh Ramachandran2Jaden R. Kohn3Jonathan A. Go4Zachary Wiley5Anoosha Moturu6Meera K. Namireddy7Anjali Kumar8Ryan C. Jacobs9Matthew Stampfl10Jesal R. Shah11Justin Fu12Weijie V. Lin13Brandon Ho14Grace Wey15Sophie Y. Lin16Andrew C. Caruso17Lindsey Jordan Gay18Diana E. Stewart19Sara Andrabi20Office of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineOffice of Undergraduate Medical Education, Baylor College of MedicineDepartment of Medicine, Section of General Internal Medicine, Baylor College of MedicineDepartment of Medicine, Section of General Internal Medicine, Baylor College of MedicineDepartment of Medicine, Section of General Internal Medicine, Baylor College of MedicineDepartment of Emergency Medicine, Baylor College of MedicineAbstract 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.http://link.springer.com/article/10.1186/s12909-020-1982-3Quality improvementPatient safetyCurriculumWorkshopsMedical educationMedical students |
| spellingShingle | Kevin P. Shah Shreya Goyal Vignesh Ramachandran Jaden R. Kohn Jonathan A. Go Zachary Wiley Anoosha Moturu Meera K. Namireddy Anjali Kumar Ryan C. Jacobs Matthew Stampfl Jesal R. Shah Justin Fu Weijie V. Lin Brandon Ho Grace Wey Sophie Y. Lin Andrew C. Caruso Lindsey Jordan Gay Diana E. Stewart Sara Andrabi Efficacy of quality improvement and patient safety workshops for students: a pilot study BMC Medical Education Quality improvement Patient safety Curriculum Workshops Medical education Medical students |
| title | Efficacy of quality improvement and patient safety workshops for students: a pilot study |
| title_full | Efficacy of quality improvement and patient safety workshops for students: a pilot study |
| title_fullStr | Efficacy of quality improvement and patient safety workshops for students: a pilot study |
| title_full_unstemmed | Efficacy of quality improvement and patient safety workshops for students: a pilot study |
| title_short | Efficacy of quality improvement and patient safety workshops for students: a pilot study |
| title_sort | efficacy of quality improvement and patient safety workshops for students a pilot study |
| topic | Quality improvement Patient safety Curriculum Workshops Medical education Medical students |
| url | http://link.springer.com/article/10.1186/s12909-020-1982-3 |
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