ReviewJB & JS open access
Developing a Quality Improvement Curriculum in a Community-Based Orthopaedic Surgery Residency.
Review in JB & JS open access. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 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
2 citing papers in PubMed.
- Letter to the Editor: CORR® Curriculum-Orthopaedic Education: How Should Residents Be Using Research Protected Time for Scholarly Activities?Clinical orthopaedics and related research · 2025Article
- Improving Prophylactic Antibiotic Selection for Type 3 Open Fractures in the Trauma Setting.Kansas journal of medicineArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: In response to Accreditation Council of Graduate Medical Education (ACGME) directives, a resident-led quality improvement (QI) curriculum was implemented in our orthopaedic residency program. This study describes the evolution of this curriculum, the QI projects resulting from our program, and resident perceptions of the curriculum as an educational tool and a means to improve patient care and the residency experience. Methods: QI teams consisted of one resident from each post-graduate year group filling the hierarchical roles of team leader, project coordinator, team recorder, and topic researcher. QI projects proposed by residents and approved by the program director were approached using Six Sigma methodology to Define, Measure, Analyze, Improve, and Control (DMAIC) the quality issue. In 6-8 conferences during the academic year, residents studied QI concepts and applied the principles learned to their selected topics. Current residents and recent graduates were surveyed regarding their experience with the curriculum. Results: Since 2016, residents conducted 22 QI projects of which 6 which were published in our university medical journal. Ten studies focused on improving patient care or community health, 10 augmented professional education, and 2 enhanced resident wellness. When surveyed, most current residents and recent graduates opined that our curriculum was an effective educational tool for the QI program. Among graduates, 89% of respondents indicated they have applied QI concepts learned during residency to improve patient care in their own practice. Conclusions: Our curriculum, based on the DMAIC process, enabled residents to design and conduct effective QI projects thereby elevating the quality of our residency training program. The curriculum fulfilled the ACGME requirements and core competencies for orthopaedic residents in the QI domain and, more importantly, prepared graduates to champion QI initiatives for their own patients.
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.