Creating a quality improvement course for undergraduate medical education: Practice what you teach

Tamala S. Bradham, Kelly C. Sponsler, Scott Watkins, Jesse M. Ehrenfeld

Research output: Contribution to journalArticle

Abstract

Problem More than half of U.S. medical schools have implemented curricula addressing quality improvement (QI); however, the evidence on which pedagogical methods are most effective is limited. Approach As of January 2015, students at Vanderbilt University School of Medicine are required to take a QI course consisting of three 1-month-long (4 hours per week) blocks during their third or fourth year, in which studentidentified faculty sponsors are paired with highly trained QI professionals from Vanderbilt University Medical Center. The three blocks of the course include didactic instruction using Institute for Healthcare Improvement Open School modules, readings, weekly assignments, and experiential learning activities (i.e., students develop and implement a QI project with two Plan-Do-Study-Act cycles using a systematic approach that employs the principles of improvement science, which they present as a poster on the last day of the third block). Outcomes From January 2015 to January 2017, 132 students completed all three blocks, resulting in 110 completed QI projects. On evaluations (distributed after each completed block), a majority of students rated the clinical relevance of the blocks highly (191/273; 70%), agreed the blocks contributed to their development as physicians (192/273; 70%), and reported the blocks motivated them to continue to learn more about QI (168/273; 62%). Next Steps The authors have applied QI methods to improve the course and will aim to assess the sustainability of the course by tracking clinical outcomes related to the projects and students' ongoing involvement in QI after graduation.

Original languageEnglish (US)
Pages (from-to)1491-1496
Number of pages6
JournalAcademic Medicine
Volume93
Issue number10
DOIs
StatePublished - Jan 1 2018
Externally publishedYes

Fingerprint

education
student
school
poster
didactics
sustainability
act
physician
medicine
instruction
curriculum
science
evaluation
learning
evidence

ASJC Scopus subject areas

  • Education

Cite this

Creating a quality improvement course for undergraduate medical education : Practice what you teach. / Bradham, Tamala S.; Sponsler, Kelly C.; Watkins, Scott; Ehrenfeld, Jesse M.

In: Academic Medicine, Vol. 93, No. 10, 01.01.2018, p. 1491-1496.

Research output: Contribution to journalArticle

Bradham, Tamala S. ; Sponsler, Kelly C. ; Watkins, Scott ; Ehrenfeld, Jesse M. / Creating a quality improvement course for undergraduate medical education : Practice what you teach. In: Academic Medicine. 2018 ; Vol. 93, No. 10. pp. 1491-1496.
@article{11802902268f4a46b5c8df91379d5c33,
title = "Creating a quality improvement course for undergraduate medical education: Practice what you teach",
abstract = "Problem More than half of U.S. medical schools have implemented curricula addressing quality improvement (QI); however, the evidence on which pedagogical methods are most effective is limited. Approach As of January 2015, students at Vanderbilt University School of Medicine are required to take a QI course consisting of three 1-month-long (4 hours per week) blocks during their third or fourth year, in which studentidentified faculty sponsors are paired with highly trained QI professionals from Vanderbilt University Medical Center. The three blocks of the course include didactic instruction using Institute for Healthcare Improvement Open School modules, readings, weekly assignments, and experiential learning activities (i.e., students develop and implement a QI project with two Plan-Do-Study-Act cycles using a systematic approach that employs the principles of improvement science, which they present as a poster on the last day of the third block). Outcomes From January 2015 to January 2017, 132 students completed all three blocks, resulting in 110 completed QI projects. On evaluations (distributed after each completed block), a majority of students rated the clinical relevance of the blocks highly (191/273; 70{\%}), agreed the blocks contributed to their development as physicians (192/273; 70{\%}), and reported the blocks motivated them to continue to learn more about QI (168/273; 62{\%}). Next Steps The authors have applied QI methods to improve the course and will aim to assess the sustainability of the course by tracking clinical outcomes related to the projects and students' ongoing involvement in QI after graduation.",
author = "Bradham, {Tamala S.} and Sponsler, {Kelly C.} and Scott Watkins and Ehrenfeld, {Jesse M.}",
year = "2018",
month = "1",
day = "1",
doi = "10.1097/ACM.0000000000002253",
language = "English (US)",
volume = "93",
pages = "1491--1496",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "10",

}

TY - JOUR

T1 - Creating a quality improvement course for undergraduate medical education

T2 - Practice what you teach

AU - Bradham, Tamala S.

AU - Sponsler, Kelly C.

AU - Watkins, Scott

AU - Ehrenfeld, Jesse M.

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Problem More than half of U.S. medical schools have implemented curricula addressing quality improvement (QI); however, the evidence on which pedagogical methods are most effective is limited. Approach As of January 2015, students at Vanderbilt University School of Medicine are required to take a QI course consisting of three 1-month-long (4 hours per week) blocks during their third or fourth year, in which studentidentified faculty sponsors are paired with highly trained QI professionals from Vanderbilt University Medical Center. The three blocks of the course include didactic instruction using Institute for Healthcare Improvement Open School modules, readings, weekly assignments, and experiential learning activities (i.e., students develop and implement a QI project with two Plan-Do-Study-Act cycles using a systematic approach that employs the principles of improvement science, which they present as a poster on the last day of the third block). Outcomes From January 2015 to January 2017, 132 students completed all three blocks, resulting in 110 completed QI projects. On evaluations (distributed after each completed block), a majority of students rated the clinical relevance of the blocks highly (191/273; 70%), agreed the blocks contributed to their development as physicians (192/273; 70%), and reported the blocks motivated them to continue to learn more about QI (168/273; 62%). Next Steps The authors have applied QI methods to improve the course and will aim to assess the sustainability of the course by tracking clinical outcomes related to the projects and students' ongoing involvement in QI after graduation.

AB - Problem More than half of U.S. medical schools have implemented curricula addressing quality improvement (QI); however, the evidence on which pedagogical methods are most effective is limited. Approach As of January 2015, students at Vanderbilt University School of Medicine are required to take a QI course consisting of three 1-month-long (4 hours per week) blocks during their third or fourth year, in which studentidentified faculty sponsors are paired with highly trained QI professionals from Vanderbilt University Medical Center. The three blocks of the course include didactic instruction using Institute for Healthcare Improvement Open School modules, readings, weekly assignments, and experiential learning activities (i.e., students develop and implement a QI project with two Plan-Do-Study-Act cycles using a systematic approach that employs the principles of improvement science, which they present as a poster on the last day of the third block). Outcomes From January 2015 to January 2017, 132 students completed all three blocks, resulting in 110 completed QI projects. On evaluations (distributed after each completed block), a majority of students rated the clinical relevance of the blocks highly (191/273; 70%), agreed the blocks contributed to their development as physicians (192/273; 70%), and reported the blocks motivated them to continue to learn more about QI (168/273; 62%). Next Steps The authors have applied QI methods to improve the course and will aim to assess the sustainability of the course by tracking clinical outcomes related to the projects and students' ongoing involvement in QI after graduation.

UR - http://www.scopus.com/inward/record.url?scp=85064107870&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85064107870&partnerID=8YFLogxK

U2 - 10.1097/ACM.0000000000002253

DO - 10.1097/ACM.0000000000002253

M3 - Article

C2 - 29727320

AN - SCOPUS:85064107870

VL - 93

SP - 1491

EP - 1496

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 10

ER -