G. Ogrinc is senior associate dean for medical education and professor of medicine and of the Dartmouth Institute for Health Policy and Clinical Practice, Geisel School of Medicine at Dartmouth, Hanover, New Hampshire. G.E. Armstrong is associate professor, University of Colorado College of Nursing, Aurora, Colorado. M.A. Dolansky is associate professor, Case Western Reserve University, Frances Payne Bolton School of Nursing, and Department of Veterans Affairs Louis Stokes Medical Center, Cleveland, Ohio. M.K. Singh is assistant dean, Health Systems Science, and associate professor of medicine, Case Western Reserve University School of Medicine and Department of Veterans Affairs Louis Stokes Medical Center, Cleveland, Ohio. L. Davies is associate professor, Section of Otolaryngology-Head & Neck Surgery and Dartmouth Institute, Geisel School of Medicine at Dartmouth, Hanover, New Hampshire, and associate professor, Department of Veterans Affairs Medical Center, White River Junction, Vermont.
Acad Med. 2019 Oct;94(10):1461-1470. doi: 10.1097/ACM.0000000000002750.
The SQUIRE 2.0 (Standards for QUality Improvement Reporting Excellence) guidelines were published in 2015 to increase the completeness, precision, and transparency of published reports about efforts to improve the safety, value, and quality of health care. The principles and methods applied in work to improve health care are often applied in educational improvement as well. In 2016, a group was convened to develop an extension to SQUIRE that would meet the needs of the education community. This article describes the development of the SQUIRE-EDU extension over a three-year period and its key components. SQUIRE-EDU was developed using an international, interprofessional advisory group and face-to-face meeting to draft initial guidelines; pilot testing of a draft version with nine authors; and further revisions from the advisory panel with a public comment period. SQUIRE-EDU emphasizes three key components that define what is necessary in systematic efforts to improve the quality and value of health professions education. These are a description of the local educational gap; consideration of the impacts of educational improvement to patients, families, communities, and the health care system; and the fidelity of the iterations of the intervention. SQUIRE-EDU is intended for the many and complex range of methods used to improve education and education systems. These guidelines are projected to increase and standardize the sharing and spread of iterative innovations that have the potential to advance pedagogy and occur in specific contexts in health professions education.
SQUIRE 2.0（卓越报告质量改进标准）指南于 2015 年发布，旨在提高关于改善医疗保健安全性、价值和质量的努力的报告的完整性、准确性和透明度。用于改善医疗保健的原则和方法通常也应用于教育改进。2016 年，成立了一个小组来开发 SQUIRE 的扩展版，以满足教育界的需求。本文描述了 SQUIRE-EDU 在三年期间的发展及其关键组成部分。SQUIRE-EDU 是使用国际、跨专业咨询小组和面对面会议起草初步指南开发的；与九位作者一起对草案进行试点测试；咨询小组在公开评论期内进一步修订。SQUIRE-EDU 强调了三个关键组成部分，这些组成部分定义了系统努力改善医疗保健专业教育的质量和价值所必需的内容。这些内容包括描述当地教育差距；考虑教育改进对患者、家庭、社区和医疗保健系统的影响；以及干预措施的迭代保真度。SQUIRE-EDU 适用于用于改善教育和教育系统的众多复杂方法。这些指南旨在增加和标准化迭代创新的共享和传播，这些创新有可能推动教学法并在医疗保健专业教育的特定背景下发生。
