Evidence map›Paper›PMID 36927629›Full record

ArticleBMJ open quality2023

Outcomes in quality improvement and patient safety training: moving from in-person to synchronous distance education.

Anders Chen, Natasha Kwendakwema, Lisa K Vande Vusse, Maya Narayanan, Lindee Strizich, Tyler Albert, Chenwei Wu

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMJ open quality, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing 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

1 citing paper in PubMed.

  1. Review
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

7 authors.

Anders ChenMedicine, University of Washington School of Medicine, Seattle, Washington, USA andersch@uw.edu.
Natasha KwendakwemaMedicine, University of Washington School of Medicine, Seattle, Washington, USA.
Lisa K Vande VusseMedicine, University of Washington School of Medicine, Seattle, Washington, USA.
Maya NarayananMedicine, University of Washington School of Medicine, Seattle, Washington, USA.
Lindee StrizichMedicine, University of Washington School of Medicine, Seattle, Washington, USA.
Tyler AlbertMedicine, University of Washington School of Medicine, Seattle, Washington, USA.
Chenwei WuMedicine, University of Washington School of Medicine, Seattle, Washington, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe COVID-19 pandemic necessitated increased synchronous distance education (SDE) in graduate medical education, presenting challenges for Quality Improvement and Patient Safety (QIPS) best practices, which call for integration with daily clinical care and investigation of real patient safety events.

objectiveTo evaluate educational outcomes for QIPS training after conversion of a mature, in-person curriculum to SDE.

methods68 postgraduate year (PGY)-1 residents were surveyed before and after the SDE Culture of Patient Safety training in June 2020, and 59 PGY-2s were administered the Quality Improvement Knowledge Application Tool-Revised (QIKAT-R) before and after the SDE QIPS seminar series in July-August 2020. Values before and after training were compared using sign tests for matched pairs (PGY-1) and Wilcoxon signed-rank tests (PGY-2).

results100% (68 of 68) of PGY-1s and 46% (27 of 59) of PGY-2s completed precourse and postcourse surveys. Before the course, 55 PGY-1s (81%) strongly agreed that submitting patient safety event reports are a physician's responsibility, and 63 (93%) did so after (15% increase, p=

conclusionsPatient safety attitudes and quality improvement knowledge increased after SDE QIPS training at comparable levels to previously published results for in-person training, supporting SDE use in future hybrid curricula to optimise educational value and reach.

Indexed as

COVID-19Education, DistanceInternship and ResidencyHumansPandemicsPatient SafetyQuality ImprovementGraduate medical educationMedical educationPatient safetyQuality improvement

Identifiers

PMID36927629
PMCPMC10030926

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