ArticleJournal of graduate medical education2014
Use of the Quality Improvement (QI) Knowledge Application Tool in Assessing Pediatric Resident QI Education.
Article in Journal of graduate medical education, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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Who cites it
8 citing papers in PubMed.
- Does Early Involvement of Interns in a Quality Improvement Project Enhance Their Quality Improvement Skills?Journal of graduate medical education · 2025Trial
- Sustainability in quality improvement (SusQI): a case-study in undergraduate medical education.BMC medical education · 2021Article
- A longitudinal course pilot to improve surgical resident acquisition of quality improvement skills.PloS one · 2021Article
- A Novel Experiential Quality Improvement Training Program During Residency Improves Quality Improvement Confidence and Knowledge: a Prospective Cohort Study.Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2020Article
- Re-thinking How We Teach Quality Improvement: Adding Meaning to an ACGME Requirement.Journal of general internal medicine · 2019Article
- A Project-Based, Resident-Led Quality Improvement Curriculum Within a Pediatric Continuity Clinic.MedEdPORTAL : the journal of teaching and learning resources · 2018Article
- Validity and Reliability of a Tool to Assess Quality Improvement Knowledge and Skills in Pediatrics Residents.Journal of graduate medical education · 2017Article
- Increasing Faculty Participation and Mentorship in Quality Improvement with an Experiential Four-Hour Workshop.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAssessing the effectiveness of quality improvement curricula is important to improving this area of resident education.
objectiveTo assess the ability of the Quality Improvement Knowledge Application Tool (QIKAT) to differentiate between residents who were provided instruction in QI and those who were not, when scored by individuals not involved in designing the QIKAT, its scoring rubric, or QI curriculum instruction.
methodsThe QIKAT and a 9-item self-assessment of QI proficiency were administered to an intervention and a control group. The intervention was a longitudinal curriculum consisting of 8 hours of didactic QI training and 6 workshops providing just-in-time training for resident QI projects. Two uninvolved faculty scored the QIKAT.
resultsA total of 33 residents in the intervention group and 27 in the control group completed the baseline and postcurriculum QIKAT and self-assessment. QIKAT mean intervention group scores were significantly higher than mean control group scores postcurriculum (P < .001). Absolute QIKAT differences were small (of 15 points, intervention group improved from a mean score of 12.8 to 13.2). Interrater agreement as measured by kappa test was low (0.09). Baseline self-assessment showed no differences, and after instruction, the intervention group felt more proficient in QI knowledge than controls in 4 of 9 domains tested.
conclusionsThe QIKAT detected a statistically significant improvement postintervention, but the absolute differences were small. Self-reported gain in QI knowledge and proficiency agreed with the results of the QIKAT. However, QIKAT limitations include poor interrater agreement and a scoring rubric that lacks specificity. Programs considering using QIKAT to assess curricula should understand these limitations.
Identifiers
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Registered trials
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