ارتقاء کیفیت با توسعه ی برنامه درسی
Abstract
1- Viewpoint
2- Results of quality improvement sessions
3- Evolution of Quality Improvement
4- Conclusion
References
Abstract
Purpose – There is a growing emphasis on teaching patient safety principles and quality improvement (QI) processes in medical education curricula. This paper aims to present how the Faculty of Medicine at Memorial University of Newfoundland engaged medical students in quality improvement during their recent curriculum renewal process. Design/methodology/approach – In the 2013-2014 academic year, the Faculty of Medicine at Memorial University of Newfoundland launched an undergraduate medical education curriculum renewal process. This presented a unique opportunity to teach quality improvement by involving students in the ongoing development and continuous improvement of their undergraduate curriculum through the implementation of quality circles and other related QI activities. Findings – The authors’ experience shows that implementing QI processes is beneficial in the medical education environment, particularly during times of curriculum redesign or implementation of new initiatives. Originality/value – Student engagement and participation in the QI process is an excellent way to teach basic QI concepts and improve curriculum program outcomes.
Viewpoint
The principles of quality improvement (QI) are well-established in the health-care environment. It is, therefore, no surprise that there is a growing emphasis on teaching patient safety principles and QI processes as part of medical education. This is a laudable goal considering that when medical students graduate and work as physicians they will be called upon to take leadership roles and participate in various QI activities at all levels of the health-care system – from individual clinical practice environments to large health institutions. Classroom, modular, online teaching of QI principles and trainee participation in clinical settings are helpful ways to teach QI principles and processes (Wong et al., 2012; Liao et al., 2015). In the 2013-2014 academic year, the Faculty of Medicine at Memorial University of Newfoundland launched an undergraduate medical education curriculum renewal process based on the concept of a spiral curriculum. In a spiral curriculum, students are introduced to concepts repeatedly during their program of studies with increasing levels of complexity each time a topic is revisited (Harden and Stamper, 1999). That same year, the size of the incoming undergraduate medical education class expanded from 60 to 80 students. Curriculum renewal and an increase in class size brought myriad logistical issues and challenges. Understandably, this situation led to high levels of stress for students (and curriculum planners) and commensurate levels of anxiety. These circumstances presented a unique opportunity to teach quality improvement by involving students in the ongoing development and continuous improvement of their undergraduate curriculum through the implementation of quality circles and other related QI activities.