Evidence map›Paper›PMID 32287081›Full record

ArticleAcademic medicine : journal of the Association of American Medical Colleges2020

Shaping a Culture for Continuous Quality Improvement in Undergraduate Medical Education.

Guy W G Bendermacher, Willem S De Grave, Ineke H A P Wolfhagen, Diana H J M Dolmans, Mirjam G A Oude Egbrink

Abstract readMulticenter Study
PubMed Full text at PMC Publisher
In one paragraph

Article in Academic medicine : journal of the Association of American Medical Colleges, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.

0numbers the graph read from it
0cells of the map it votes in
8citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

8 citing papers in PubMed.

  1. Review
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Guy W G BendermacherG.W.G. Bendermacher is educational policy advisor, Institute for Education, and a PhD candidate, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands; ORCID: https://orcid.org/0000-0002-7804-4594.
Willem S De GraveW.S. De Grave is an educational psychologist, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands.
Ineke H A P WolfhagenI.H.A.P. Wolfhagen is associate professor, Department of Educational Development and Research, and deputy director, Institute for Education, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands.
Diana H J M DolmansD.H.J.M. Dolmans is professor of innovative learning arrangements, Department of Educational Research and Development, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands; ORCID: https://orcid.org/0000-0002-4802-1156.
Mirjam G A Oude EgbrinkM.G.A. oude Egbrink is professor of implementation of educational innovations, Department of Physiology, and scientific director, Institute for Education, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands; ORCID: https://orcid.org/0000-0002-5530-6598.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

purposeThis study sought to identify key features of an organizational quality culture and explore how these features contribute to continuous quality improvement of undergraduate medical education.

methodBetween July and December 2018, researchers from Maastricht University in the Netherlands conducted a multicenter focus group study among 6 education quality advisory committees. Participants were 22 faculty and 18 student representatives affiliated with 6 medical schools in the Netherlands. The group interviews focused on quality culture characteristics in relation to optimizing educational development, implementation, evaluation, and (further) improvement. Template analysis, a stepwise type of thematic analysis, was applied to analyze the data.

resultsFive main themes resembling quality culture constituents to continuous educational improvement were identified: (1) fostering an open systems perspective, (2) involving stakeholders in educational (re)design, (3) valuing teaching and learning, (4) navigating between ownership and accountability, and (5) building on integrative leadership to overcome tensions inherent in the first 4 themes. A supportive communication climate (which can be fueled by the organization's leaders) contributes to and is integrated within the first 4 themes.

conclusionsThe results call for a shift away from static quality management approaches with an emphasis on control and accountability toward more flexible, development-oriented approaches focusing on the 5 themes of a culture for continuous quality improvement. The study provides new insights in the link between theory and practice of continuous quality improvement. Specifically, in addition to quality management systems and structures, faculty's professional autonomy, collaboration with peers and students, and the valuing of teaching and learning need to be amplified.

Indexed as

Organizational CultureQuality ImprovementEducation, Medical, UndergraduateFocus GroupsHumansNetherlands

Identifiers

PMID32287081
PMCPMC7678663

What OpenQuestion holds

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LicenceCC BY-NC-ND
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.