ArticleMedEdPORTAL : the journal of teaching and learning resources2020
Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum.
Article in MedEdPORTAL : the journal of teaching and learning resources, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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.
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
11 citing papers in PubMed, 26 citations in OpenAlex.
- What Do We Know About Contemporary Quality Improvement and Patient Safety Training Curricula in Health Workers? A Rapid Scoping Review.Healthcare (Basel, Switzerland) · 2025Review
- Efficacy of a Longitudinal Project-Based Quality Improvement Curriculum in Pediatric Cardiology Fellowship.Pediatric cardiology · 2025Article
- An interprofessional postgraduate quality improvement curriculum: results and lessons learned over a 5-year implementation.Medical education online · 2024Article
- Development of a Train-the-Trainer Quality Improvement Curriculum.MedEdPORTAL : the journal of teaching and learning resources · 2024Article
- Building Resident Quality Improvement Knowledge and Engagement Through a Longitudinal, Mentored, and Experiential Learning-Based Quality Improvement Curriculum.MedEdPORTAL : the journal of teaching and learning resources · 2023Article
- Competency frameworks, nursing perspectives, and interdisciplinary collaborations for good patient care: Delineating boundaries.Nursing philosophy : an international journal for healthcare professionals · 2023Article
- The Evaluation of an Interprofessional QI Program: A Qualitative Study.International journal of environmental research and public health · 2022Article
- Healthcare Quality Improvement Competency: A Clinical and Training Imperative for Geropsychology.Journal of clinical psychology in medical settings · 2021Article
- Problem-Based Learning Discussion to Introduce Quality Improvement to Residents in the Perioperative Setting.MedEdPORTAL : the journal of teaching and learning resources · 2021Article
- Background and Foreground: Connections and Distinctions When Health Professions Faculty Teach Both Interprofessional Collaborative Practice and Quality Improvement-A Case Study.Journal of medical education and curricular developmentArticle
- 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
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Health professionals must demonstrate competencies in quality improvement (QI) and interprofessional (IP) practice. Yet few curricula are designed to address these competencies in an integrated, longitudinal way. Our experiential IP QI curriculum addresses this gap. Methods: The IP QI curriculum was part of a San Francisco VA Health Care System training program for second-year internal medicine residents and adult gerontology primary care nurse practitioner students, pharmacy residents, and postdoctoral psychology fellows. Trainees worked in mentored IP teams to select, design, implement, evaluate, and present a project as part of a 9-month curriculum. Teaching methodologies included didactics and project-based skills application. Curriculum evaluation included trainees' QI knowledge and skills self-assessments, trainee satisfaction, mentor appraisals, and project results and impact assessments. Results: From 2011-2012 to 2017-2018, 242 trainees completed the curriculum and 41 QI projects. Trainees reported high satisfaction with the introductory sessions ( Discussion: This IP QI curriculum offers team-based, workplace experiences for trainees to learn and apply QI knowledge and skills. Leading factors for successful implementation included attention to team-building and faculty development. Challenges included reliably collecting evaluation data, accurately measuring ongoing systems changes, and variable trainee engagement.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.