Yanamadala Mamata, Hawley Jeffrey, Sloane Richard, Bae Jonathan, Heflin Mitchell T, Buhr Gwendolen T
J Grad Med Educ. 2014 Mar;6(1):147-50. doi: 10.4300/JGME-D-13-00140.1.
Understanding quality improvement (QI) is an important skill for physicians, yet educational interventions focused on teaching QI to residents are relatively rare. Web-based training may be an effective teaching tool in time-limited and expertise-limited settings.
We developed a web-based curriculum in QI and evaluated its effectiveness.
During the 2011-2012 academic year, we enrolled 53 first-year internal medicine residents to complete the online training. Residents were provided an average of 6 hours of protected time during a 1-month geriatrics rotation to sequentially complete 8 online modules on QI. A pre-post design was used to measure changes in knowledge of the QI principles and self-assessed competence in the objectives of the course.
Of the residents, 72% percent (37 of 51) completed all of the modules and pretests and posttests. Immediate pre-post knowledge improved from 6 to 8.5 for a total score of 15 (P < .001) and pre-post self-assessed competence in QI principles on paired t test analysis improved from 1.7 to 2.7 on a scale of 5 for residents who completed all of the components of the course.
Web-based training of QI in this study was comparable to other existing non-web-based curricula in improving learner confidence and knowledge in QI principles. Web-based training can be an efficient and effective mode of content delivery.
理解质量改进（QI）是医生的一项重要技能，但专注于向住院医师传授QI的教育干预相对较少。基于网络的培训可能是在时间和专业知识有限的环境中一种有效的教学工具。
我们开发了一个基于网络的QI课程并评估其有效性。
在2011 - 2012学年，我们招募了53名内科一年级住院医师来完成在线培训。在为期1个月的老年医学轮转期间，为住院医师平均提供6小时的受保护时间，以便他们依次完成8个关于QI的在线模块。采用前后测设计来衡量QI原则知识的变化以及对课程目标的自我评估能力。
72%（51名中的37名）的住院医师完成了所有模块以及前测和后测。在满分15分的情况下，即时前后测知识得分从6分提高到8.5分（P <.001），对于完成课程所有内容的住院医师，配对t检验分析显示，QI原则的前后自我评估能力在5分制中从1.7分提高到2.7分。
本研究中基于网络的QI培训在提高学习者对QI原则的信心和知识方面与其他现有的非网络课程相当。基于网络的培训可以是一种高效且有效的内容传递方式。
