de la Cruz Maria Syl, Casola Allison R, Smith Kelsey, Kelly Samantha, Bernstein Eva, Kelly Erin L
Department of Family and Community Medicine, Thomas Jefferson University, Philadelphia, PA.
Sidney Kimmel Medical College, Thomas Jefferson University, Philadelphia, PA.
PRiMER. 2022 Oct 6;6:512327. doi: 10.22454/PRiMER.2022.512327. eCollection 2022.
Medical schools must integrate educational curricula that teach how to apply quality improvement principles to improve care for vulnerable populations. In this report, we describe the development, implementation, and evaluation of a combined quality improvement (QI) and health disparities curriculum for third-year family medicine clerkship students.
After conducting an educational needs assessment, we developed a health disparities curriculum focused on QI principles for the family medicine clerkship. From November 2019 through August 2021, third-year medical students (N=395) completed the curriculum. The curriculum was delivered in an asynchronous online format, followed by a small group collaboration project to design and present a QI intervention through process mapping. Students also completed an individual reflection assignment that focused on care for vulnerable populations. Pre- and post assessment questions were administered on Qualtrics, after review by the clerkship director, research faculty and staff, and content experts for content and item validity. We analyzed quantitative data using SPSS version 27 software and used paired tests for pre/post comparisons.
In total, 392 students completed the preassessment survey, 395 students completed the postassessment surveys, and 341 had matching study identifiers. Pre-to-post assessment survey evaluations showed statistically significant changes for nine out of nine QI knowledge questions (<.001), knowledge regarding a community health needs assessment (<.001), and knowledge about caring for vulnerable populations (homeless, veterans, immigrants/refugees; <.001).
Preliminary evaluation of a combined QI and health disparities curriculum shows improvement in students' self-reported knowledge of use of a community health needs assessment, QI principles, and care for vulnerable populations.
医学院校必须整合教育课程，教授如何应用质量改进原则来改善对弱势群体的护理。在本报告中，我们描述了为三年级家庭医学见习学生开发、实施和评估的质量改进（QI）与健康差异相结合的课程。
在进行教育需求评估后，我们开发了一门以家庭医学见习的QI原则为重点的健康差异课程。从2019年11月到2021年8月，三年级医学生（N = 395）完成了该课程。该课程以异步在线形式授课，随后是一个小组合作项目，通过流程映射设计并展示一个QI干预措施。学生们还完成了一项个人反思作业，重点是对弱势群体的护理。在经过见习主任、研究教员和工作人员以及内容专家对内容和项目有效性进行审查后，通过Qualtrics进行了课前和课后评估问题。我们使用SPSS 27版软件分析定量数据，并使用配对检验进行前后比较。
共有392名学生完成了课前评估调查，395名学生完成了课后评估调查，341名学生有匹配的研究标识符。课前到课后评估调查显示，九个QI知识问题中的九个（<.001）、关于社区健康需求评估的知识（<.001）以及关于照顾弱势群体（无家可归者、退伍军人、移民/难民；<.001）的知识在统计学上有显著变化。
对QI与健康差异相结合课程的初步评估表明，学生在自我报告的社区健康需求评估的使用、QI原则以及对弱势群体护理的知识方面有所提高。
