ArticleJournal of medical education and curricular development
Effects of an Experiential Learning Curriculum on Systems-Thinking.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- The voice of the plateau: a qualitative interview study of student management and educational practices in higher education in Xizang Autonomous Region.Frontiers in psychology · 2026Article
- Experiential learning improves college student perceived understanding and strengthens their perceptions of the beef industry.Translational animal science · 2025Article
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Authors and funding
2 authors.
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Abstract
Introduction: Though health systems science (HSS) is referred to as the third pillar of medical education along with the pillars of basic science and clinical care, the effects of learning theories used to teach components of HSS including quality improvement/ patient safety (QI/PS), are poorly understood. Experiential learning theory is often referenced in QI/ PS education but its effects on QI/PS education are not well-described. Objective: To examine the effects of teaching QI using experiential learning theory on resident systems-thinking. Methods: Data was gathered from 30 resident participants in a 3-h QI workshop designed using experiential learning theory. Using a mixed-methods design, aspects of learner systems-thinking were analyzed both before and after the workshop. Learners were asked about their confidence in systems-thinking behaviors, and their QI plans were evaluated qualitatively for themes as well as quantitatively via the QIKAT-R. Results: There was a significant increase in self-reported confidence in systems-thinking behaviors post-workshop. Odds ratio of the QI aim statement focusing on the systems-level of the problem after the workshop was 41.4 with a 95% CI of 8.9142 to 192.2721, p-value .0001. Thematic analysis of QI plans revealed a change in residents' thinking about healthcare problems. They shifted from attributing problems to individual actors to thinking about the problem as lying in the interaction between systems. Conclusion: Experiential learning theory can be an effective framework for QI to transform learners into systems-thinkers.
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