ArticleBMC medical education2020
Quality improvement education for medical students: a near-peer pilot study.
Article in BMC medical education, 2020. 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.
- The Clinic Handbook: A Quality Improvement Project.Cureus · 2025Article
- Teaching population health in general practice: developing mindset through continuity, community, and data.Frontiers in medicine · 2025Article
- What do the teachers want? A targeted needs assessment survey for prospective didactic training of psychiatry medical educators.GMS journal for medical education · 2024Article
- Medical Student Education During COVID-19: Electronic Education Does Not Decrease Examination Scores.The American surgeon · 2021Article
- Analysis of the Interprofessional Clinical Learning Environment for Quality Improvement and Patient Safety From Perspectives of Interprofessional Teams.Journal of graduate medical education · 2021Article
- An introductory guide to quality improvement in perioperative medicine.Journal of anesthesia · 2021Article
- Health Science Students' Perspective on Quality-of-Care-Relating Medical Professionalism.Journal of multidisciplinary healthcare · 2021Article
- An analysis of the implementation effects of new paths and methods of occupational ethics education for medical students in higher vocational colleges.American journal of translational research · 2021Article
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundQuality improvement (QI) is an essential component of modern clinical practice. Front-line professionals offer valuable perspectives on areas for improvement and are motivated to deliver change. In the UK, all junior doctors are expected to participate in QI in order to advance to the next stage of their training. However, UK undergraduates receive no standardized training in QI methods. This is perpetuated within medical schools by a lack of teaching capacity and competing priorities, and may lead to tokenistic engagement with future QI projects.
methodsWe describe a near-peer teaching programme designed to introduce students to QI methods. This pilot study was conceived and delivered in full by junior doctors and used existing resources to ensure high quality teaching content. 111 fifth-year medical students from the University of Cambridge were taught in interactive, participative workshops that encourage them to develop their own QI change ideas and projects. Core topics included the model for improvement, driver diagrams, stakeholder engagement, measurement for improvement and analysing and presenting data. Students completed surveys before and immediately after this intervention to assess their understanding of and confidence in utilizing QI methods. Questionnaires were also completed by junior doctor tutors.
resultsAnalysis of questionnaires completed before and immediately after the intervention revealed statistically significant improvements in students' self-reported understanding of QI (p < 0.05) and confidence in applying techniques to their own work (p < 0.05). Students expressed a preference for QI teaching delivered by junior doctors, citing a relaxed learning environment and greater relevance to their stage of training. Tutors reported increased confidence in using QI techniques and a greater willingness to engage with QI in future.
conclusionsIn this single-centre study, near-peer teaching produced significant improvements in students' self-reported understanding of QI and confidence in applying QI methods. Near-peer teaching may constitute a sustainable means of teaching essential QI skills at undergraduate level. Future work must evaluate objective measures of student engagement with and competence in conducting QI.
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