Shaikh Ulfat, Afsar-Manesh Nasim, Amin Alpesh N, Clay Brian, Ranji Sumant R
Department of Paediatrics, University of California Davis School of Medicine, 2516 Stockton Blvd, 3rd Floor, Sacramento, CA 95817, USA.
Department of Medicine, University of California, Los Angeles, Box 957417, RRUMC #7501A, Los Angeles, CA 90095, USA.
Int J Qual Health Care. 2017 Oct 1;29(5):735-739. doi: 10.1093/intqhc/mzx093.
Implementing quality improvement (QI) education during clinical training is challenging due to time constraints and inadequate faculty development in these areas.
Quiz-based reinforcement systems show promise in fostering active engagement, collaboration, healthy competition and real-time formative feedback, although further research on their effectiveness is required.
An online quiz-based reinforcement system to increase resident and faculty knowledge in QI, patient safety and care transitions.
Experts in QI and educational assessment at the 5 University of California medical campuses developed a course comprised of 3 quizzes on Introduction to QI, Patient Safety and Care Transitions. Each quiz contained 20 questions and utilized an online educational quiz-based reinforcement system that leveraged spaced learning.
Approximately 500 learners completed the course (completion rate 66-86%). Knowledge acquisition scores for all quizzes increased after completion: Introduction to QI (35-73%), Patient Safety (58-95%), and Care Transitions (66-90%). Learners reported that the quiz-based system was an effective teaching modality and preferred this type of education to classroom-based lectures. Suggestions for improvement included reducing frequency of presentation of questions and utilizing more questions that test learners on application of knowledge instead of knowledge acquisition.
A multi-campus online quiz-based reinforcement system to train residents in QI, patient safety and care transitions was feasible, acceptable, and increased knowledge. The course may be best utilized to supplement classroom-based and experiential curricula, along with increased attention to optimizing frequency of presentation of questions and enhancing application skills.
由于时间限制以及这些领域师资发展不足，在临床培训期间实施质量改进（QI）教育具有挑战性。
基于测验的强化系统在促进积极参与、协作、良性竞争和实时形成性反馈方面显示出前景，不过仍需对其有效性进行进一步研究。
一个基于在线测验的强化系统，以增加住院医师和教员在质量改进、患者安全及护理过渡方面的知识。
加利福尼亚大学5个医学分校的质量改进和教育评估专家开发了一门课程，该课程由关于质量改进导论、患者安全和护理过渡的3个测验组成。每个测验包含20个问题，并利用了基于在线教育测验的强化系统，该系统利用了间隔学习法。
约500名学习者完成了该课程（完成率66 - 86%）。完成后，所有测验的知识获取分数都有所提高：质量改进导论（35 - 73%）、患者安全（58 - 95%）以及护理过渡（66 - 90%）。学习者报告称基于测验的系统是一种有效的教学方式，并且比起课堂讲座更喜欢这种类型的教育。改进建议包括减少问题呈现的频率，并使用更多测试学习者知识应用而非知识获取的问题。
一个多校区的基于在线测验的强化系统，用于培训住院医师在质量改进、患者安全和护理过渡方面的知识，是可行的、可接受的并且增加了知识。该课程最好用于补充基于课堂和实践的课程，同时更加注重优化问题呈现的频率并提高应用技能。
