ArticleThe clinical teacher2025
Evaluation of a QI Module for Psychiatry Residents.
Article in The clinical teacher, 2025. 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.
- Status of Quality Improvement Curricula in Psychiatry Residency Programs Across Canada.Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2026Article
- Evaluation of a QI Module for Psychiatry Residents.The clinical teacher · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundQuality improvement (QI) training and experience is increasingly being recognised as a mandatory core area of residency training. This was a QI initiative to develop and evaluate a QI Fundamentals teaching curriculum for psychiatry residents, in an effective and time-efficient manner. APPROACH: Using principles from the book Teaching QI in Residency Education, we developed and evaluated a workshop for first year psychiatry residents. Educational material on QI methods and tools was emailed to the residents a week prior to the 3.5-h workshop, which entailed a 50-min didactic session followed by two interactive sessions of 60 min each with both small group and large group components. EVALUATION: Effectiveness was assessed using the Self-Assessment Program (SAP), a standardised, validated tool for assessing QI competencies, over 3 consecutive academic year cohorts. The SAP evaluates the trainee's comfort level in 10 domains, regarding their current skills with various aspects of quality improvement. Twenty-three residents completed the pre- and post-SAP. There was a significant improvement in post-SAP versus pre-SAP scores in each of the 3 years in all of the 10 domains. IMPLICATIONS: The results suggest that this interactive QI workshop may be an effective and time-efficient model for imparting fundamental QI education to junior psychiatry residents and may be easily replicated by other programmes in psychiatry or other medical specialties, in particular where there are constraints in terms of time, funding and expertise in QI.
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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.