Jagpal Sugeet, Fant Abra, Bianchi Riccardo, Kalnow Andrew
Department of Medicine, Rutgers Robert Wood Johnson Medical School, New Brunswick, USA.
Department of Emergency Medicine, Northwestern University Feinberg School of Medicine, Chicago, USA.
Cureus. 2022 Jul 7;14(7):e26625. doi: 10.7759/cureus.26625. eCollection 2022 Jul.
It is well recognized that the principles and practices of patient safety and quality improvement (QI) need to be included in medical education. The implementation of patient safety and QI learning experiences at the undergraduate medical education (UME) and graduate medical education (GME) levels has been variable. Consistent teaching of QI across the UME-GME-continuing medical education (CME) spectrum may result in a systemic change of improved patient care and patient safety in clinical practice. We propose using education theories to frame the development of QI curricula for a longitudinal integration in medical education and clinical practice. The basic principles of four education theories, namely, reflective practice, deliberate practice, social constructivism, and organizational learning, are briefly described, and examples of their applications to QI teaching are discussed. The incorporation of education theory into the design and implementation of a longitudinal QI curriculum threaded across the UME-GME-CME spectrum may empower learners with a comprehensive and lasting understanding of QI principles and training in patient safety practice, which are essential prerequisites for the formation of a physician workforce capable of creating sustainable change in patient care.
人们普遍认识到，患者安全和质量改进（QI）的原则与实践需要纳入医学教育。本科医学教育（UME）和研究生医学教育（GME）层面患者安全和QI学习体验的实施情况各不相同。在UME - GME - 继续医学教育（CME）范围内持续开展QI教学，可能会在临床实践中带来改善患者护理和患者安全的系统性变革。我们建议运用教育理论来构建QI课程的发展框架，以便在医学教育和临床实践中进行纵向整合。简要描述了反思性实践、刻意练习、社会建构主义和组织学习这四种教育理论的基本原则，并讨论了它们在QI教学中的应用示例。将教育理论纳入贯穿UME - GME - CME范围的纵向QI课程的设计与实施中，可能会使学习者对QI原则有全面且持久的理解，并接受患者安全实践方面的培训，这是培养能够在患者护理方面实现可持续变革的医师队伍的重要先决条件。
