Cleghorn G D, Headrick L A
South Carolina Area Health Education Consortium (AHEC), Medical University of South Carolina, Charleston, USA.
Jt Comm J Qual Improv. 1996 Mar;22(3):206-12. doi: 10.1016/s1070-3241(16)30223-1.
The Plan-Do-Study-Act (PDSA) cycle lies at the heart of continuous improvement and is a redefinition of the scientific method for application to the world of work.
Educational institutions could create the best "quality learning" environments for students by relating closely to health care organizations that create improvement environments for workers. When both become "learning" organizations and develop a relationship with each other, an important product will be the integration of processes for individual and organizational learning.
The PDSA cycle can be an integrating theory for both individual and organizational learning. It shares basic features of well-accepted theory about individual and organizational learning, including the concepts of change and action/reflection.
An illustration is given of one set of implications of the PDSA cycle as learning theory. It describes an alternative way of thinking about the evaluation of learning, which surpasses the traditional emphasis on judgment in evaluation.
The potential to place the PDSA cycle at the core of learning in health professions education is great. Contributing factors to this potential include the historical emphasis on the scientific method in health care, the relationship between clinical education and practice, recent improvements in our capacity to define and measure health outcomes, emergent pressures for change in health care and education, and compatible multiple functions of the PDSA cycle.
计划-执行-研究-行动（PDSA）循环是持续改进的核心，是对应用于工作领域的科学方法的重新定义。
教育机构可以通过与为员工创造改进环境的医疗保健组织紧密联系，为学生创造最佳的“优质学习”环境。当两者都成为“学习型”组织并相互建立关系时，一个重要的成果将是个人和组织学习过程的整合。
PDSA循环作为学习理论：PDSA循环可以成为个人和组织学习的整合理论。它与关于个人和组织学习的公认理论具有基本特征，包括变革以及行动/反思的概念。
通过PDSA循环评估学习：给出了PDSA循环作为学习理论的一组影响的示例。它描述了一种思考学习评估的替代方式，这种方式超越了传统评估中对判断的强调。
将PDSA循环置于卫生专业教育学习核心的潜力巨大。促成这种潜力的因素包括医疗保健领域对科学方法的历史重视、临床教育与实践之间的关系、我们在定义和衡量健康结果方面能力的近期提升、医疗保健和教育变革的新压力，以及PDSA循环兼容的多种功能。
