ArticleAcademic medicine : journal of the Association of American Medical Colleges2015
Teaching Quality Improvement in Graduate Medical Education: An Experiential and Team-Based Approach to the Acquisition of Quality Improvement Competencies.
Article in Academic medicine : journal of the Association of American Medical Colleges, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers.
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Who cites it
19 citing papers in PubMed.
- How to Successfully Run Trainee QI Projects.Journal of graduate medical education · 2026Article
- Enhancing Clinical Care Quality Through 1-on-1 Quality Improvement Education in Family Medicine.HCA healthcare journal of medicine · 2026Article
- Evaluating the implementation of a longitudinal cocurricular experiential quality improvement training programme for undergraduate medical students.BMJ open quality · 2025Article
- Leadership Matters: Needs Assessment and Framework for the International Federation for Emergency Medicine Administrative Leadership Curriculum.AEM education and training · 2021Article
- Experiential QI Activity for Residents to Improve Women's Preventive Services.PRiMER (Leawood, Kan.) · 2021Article
- Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum.MedEdPORTAL : the journal of teaching and learning resources · 2020Article
- Efficacy of quality improvement and patient safety workshops for students: a pilot study.BMC medical education · 2020Article
- Educational Strategies for Training in Quality Improvement and Implementation Medicine.ATS scholar · 2020Article
- Leveraging Interdisciplinary Education Toward Securing the Future of Connected Health Research in Europe: Qualitative Study.Journal of medical Internet research · 2019Article
- Preparing family medicine trainees for the information revolution: Pearls, potential, promise, and pitfalls.Canadian family physician Medecin de famille canadien · 2019Article
- Article
- A Project-Based, Resident-Led Quality Improvement Curriculum Within a Pediatric Continuity Clinic.MedEdPORTAL : the journal of teaching and learning resources · 2018Article
- X + Y = Time for QI: Meaningful Engagement of Residents in Quality Improvement During the Ambulatory Block.Journal of graduate medical education · 2018Article
- SAFE QI - a framework to overcome the challenges of implementing a quality improvement curriculum into a residency program.Advances in medical education and practice · 2017Article
- Introduction of a quality improvement curriculum in the Department of Internal Medicine, Lincoln Medical Center.Journal of community hospital internal medicine perspectives · 2017Article
- Integrating a Project-Based Learning Methodology into a Department-Wide Quality Improvement Curriculum: A Nine-Year Experience in Pediatric Subspecialty Training.Journal of medical education and curricular developmentArticle
- A Project-based Curriculum for Driving Organization-wide Continuous Improvement.Pediatric quality & safetyArticle
- Teaching Root Cause Analysis Using Simulation: Curriculum and Outcomes.Journal of medical education and curricular developmentArticle
- Implementation of a Quality and Patient Safety Curriculum for Pathology Residency Training.Academic pathologyArticle
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
problemAn emerging priority in medical education is the need to facilitate learners' acquisition of quality improvement (QI) competencies. Accreditation bodies in both Canada and the United States have included QI and patient safety in their core competencies. APPROACH: In 2010, the Department of Family Medicine at Queen's University designed a graduate medical education curriculum to engage residents in a clinical QI program that would meet accreditation requirements. Monthly didactic sessions were combined with an experiential, team-based QI project that aligned with existing clinic priorities. The curriculum spans the first year of residency and is divided into three stages: (1) Engaging, (2) Understanding, and (3) Improving and translating. In Stage 1, teams of residents select a clinical QI topic, engage stakeholders, and collect baseline data related to their topic. In Stage 2, they focus on understanding their problem, interpreting their results, and applying QI tools. In Stage 3, they develop change ideas, translate their knowledge, and prepare to hand over their project. OUTCOMES: This QI curriculum aided residents in effectively acquiring QI competencies and allowed them to experience real-world challenges, such as securing project buy-in, negotiating with peers, and developing solutions to problems. Unlike in many QI programs, residents learned how to improve quality rather than about QI; thus, they formed the necessary foundation to carry out QI work in the future. NEXT STEPS: The curriculum will be evaluated using a knowledge assessment and satisfaction tool and postproject resident interviews. Facilitators will focus more on improving faculty develop ment in QI.
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