ArticleJournal of graduate medical education2016
Integrating a Resident-Driven Longitudinal Quality Improvement Curriculum Within an Ambulatory Block Schedule.
Article in Journal of graduate medical education, 2016. 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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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
8 citing papers in PubMed.
- Evaluating the implementation of a longitudinal cocurricular experiential quality improvement training programme for undergraduate medical students.BMJ open quality · 2025Article
- Customised knowledge-sharing platform to foster resident quality improvement activities, tracking and scholarship.BMJ open quality · 2024Article
- Practical strategies to enhance resident engagement in clinical quality improvement.BMC medical education · 2022Article
- QIPS CURE: Implementing a Quality Improvement and Patient Safety Curriculum and Resident Experience.Journal of graduate medical education · 2020Article
- Swimming With Sharks: Teaching Residents Value-Based Medicine and Quality Improvement Through Resident-Pitched Projects.Journal of graduate medical education · 2020Article
- Quality Improvement Models in Residency Programs.Journal of graduate medical education · 2019Article
- X + Y = Time for QI: Meaningful Engagement of Residents in Quality Improvement During the Ambulatory Block.Journal of graduate medical education · 2018Article
- Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundQuality improvement (QI) is essential in clinical practice, requiring effective teaching in residency. Barriers include lack of structure, mentorship, and time.
objectiveTo develop a longitudinal QI curriculum for an internal medicine residency program with limited faculty resources and evaluate its effectiveness.
methodsAll medicine residents were provided with dedicated research time every 8 weeks during their ambulatory blocks. Groups of 3 to 5 residents across all postgraduate year levels were formed. Two faculty members and 1 chief resident advised all groups, meeting with each group every 8 weeks, with concrete expectations for each meeting. Residents were required to complete didactic modules from the Institute for Healthcare Improvement. Current residents and alumni were surveyed for feedback.
resultsOver 3 years, all eligible residents (92 residents per year in 2012-2014, 102 in 2014-2015) participated in the curriculum. Residents worked on 54 quality assessment and 18 QI projects, with 6 QI projects showing statistically significant indicator improvements. About 50 mentoring hours per year were contributed by 2 faculty advisors and a chief resident. No other staff or IT support was needed. A total of 69 posters/abstracts were produced, with 13 projects presented at national or regional conferences. Survey respondents found the program useful; most (75% residents, 63% alumni) reported it changed their practice, and 71% of alumni found it useful after residency.
conclusionsOur longitudinal QI curriculum requires minimal faculty time and resulted in increased QI-related publications and measurable improvements in quality indicators. Alumni reported a positive effect on practice after graduation.
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Registered trials
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