ArticleMedical education online2012
An innovative quality improvement curriculum for third-year medical students.
Article in Medical education online, 2012. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Co-Designing and Evaluating a 1-Day Quality Improvement Workshop for Medical Students and Resident Physicians: Tutorial on Applying Kern's Curriculum Development Framework.JMIR medical education · 2026Article
- Integrating quality improvement, evidence-based practice, and knowledge translation into a health Sciences masters' programme: a mixed methods study.BMC medical education · 2025Article
- Innovation in Healthcare Education: Using "Shark Tank" Approaches to Educate Teams of Interprofessional Students in Health Equity.Medical science educator · 2024Article
- Implementation and evaluation of an elective quality improvement curriculum for preclinical students: a prospective controlled study.BMC medical education · 2023Article
- Analysis of the Interprofessional Clinical Learning Environment for Quality Improvement and Patient Safety From Perspectives of Interprofessional Teams.Journal of graduate medical education · 2021Article
- Identifying and Analyzing Systems Failures: An Interactive, Experiential Learning Approach to Quality Improvement for Clerkship-Level Medical Students.MedEdPORTAL : the journal of teaching and learning resources · 2021Article
- Medical students as agents of change: a qualitative exploratory study.BMJ open quality · 2018Article
- A model for training medical student innovators: the Harvard Medical School Center for Primary Care Abundance Agents of Change program.Medical education online · 2016Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundCompetence in quality improvement (QI) is a priority for medical students. We describe a self-directed QI skills curriculum for medical students in a 1-year longitudinal integrated third-year clerkship: an ideal context to learn and practice QI.
methodsTwo groups of four students identified a quality gap, described existing efforts to address the gap, made quantifying measures, and proposed a QI intervention. The program was assessed with knowledge and attitude surveys and a validated tool for rating trainee QI proposals. Reaction to the curriculum was assessed by survey and focus group.
resultsKnowledge of QI concepts did not improve (mean knowledge score±SD): pre: 5.9±1.5 vs. post: 6.6±1.3, p=0.20. There were significant improvements in attitudes (mean topic attitude score±SD) toward the value of QI (pre: 9.9±1.8 vs. post: 12.6±1.9, p=0.03) and confidence in QI skills (pre: 13.4±2.8 vs. post: 16.1±3.0, p=0.05). Proposals lacked sufficient analysis of interventions and evaluation plans. Reaction was mixed, including appreciation for the experience and frustration with finding appropriate mentorship.
conclusionClinical-year students were able to conduct a self-directed QI project. Lack of improvement in QI knowledge suggests that self-directed learning in this domain may be insufficient without targeted didactics. Higher order skills such as developing measurement plans would benefit from explicit instruction and mentorship. Lessons from this experience will allow educators to better target QI curricula to medical students in the clinical years.
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