Adding Continuous Quality Improvement to a Medical School Curriculum: Problems and Possibilities

2004 ◽  
Vol 6 (6) ◽  
Keyword(s):  
Quality Improvement ◽  
Medical School ◽  
Continuous Quality Improvement ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Continuous Quality

Using cognitive work analysis to design a continuous quality improvement monitoring system for medical school accreditation

2018 ◽  
Author(s):  
◽  
Lisa A. Royse
Keyword(s):  
Quality Improvement ◽  
Medical School ◽  
Monitoring System ◽  
Continuous Quality Improvement ◽  
Cognitive Work Analysis ◽  
Work Analysis ◽  
Continuous Quality ◽  
Cognitive Work ◽  
Oversight Committee ◽  
Information Constraints

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study is to apply phases of Cognitive Work Analysis (CWA) to identify human and information constraints in how a medical school tracks and monitors the Liaison Committee of Medical Education (LCME) accreditation elements and use the identified constraints to guide design decisions for development of a Continuous Quality Improvement (CQI) Tracker system that will be used to facilitate the LCME Oversight Committee meetings. The researcher answered the following questions: What do the phases of CWA reveal about system constraints of a LCME CQI monitoring system at a medical school? More specifically, what are the design implications for a system that supports an oversight committee in the continuous monitoring of accreditation elements at a medical school? Direct observations, document review, and interviews with 17 members of the LCME Oversight Committee were conducted. Findings from qualitative analysis of interview transcripts were mapped to three phases of CWA. Findings were then used to create models that allowed the researcher to gain a deep understanding of the human and information constraints to consider when designing an LCME CQI tracking system.

scholarly journals Quality culture in action for a respiratory course: A dynamic CQI process at an engineering based allopathic medical school

2021 ◽  
Vol 2 (2) ◽  
pp. 146-152
Author(s):  
Lidija Barbaric ◽  
◽  
Bailey MacInnis ◽  
Kashif A. Ahmad ◽  
◽  
...  
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Medical School ◽  
Student Satisfaction ◽  
Continuous Quality Improvement ◽  
Dynamic Feedback ◽  
Liaison Committee ◽  
Benchmark Data ◽  
Continuous Quality ◽  
Culture Of Quality

Carle Illinois College of Medicine (CIMED) opened its doors in 2018 as an allopathic medical school under provisional accreditation by the Liaison Committee of Medical Education (LCME) and in 2014, the LCME mandated that all U.S. medical schools implement the process of internal continuous quality improvement (CQI). Here, the authors take a retrospective look at how CIMED utilized frequent and granular student feedback to contribute to continuous quality improvement (CQI) during the school’s Respiratory course, by citing specific examples of changes and student satisfaction outcomes from the inaugural class (2018) to the second class (2019). The authors outline how this cycle of evaluation and action can effectively incorporate students into the CQI process to enhance student success via faculty-student partnership. Furthermore, the authors discuss the nuance of feedback interpretation by the involved faculty and advocate for CQI based on a deeper understanding of the student experience such that change initiated by CQI may extend beyond benchmark data collection. The authors discuss how dynamic feedback may be helpful in achieving equipoise between long-standing principles of medical pedagogy and newer trends in medical education, while still maintaining student satisfaction and continuing to develop a culture of quality improvement.

Pelaksanaan Continuous Quality Improvement(CQI) dalam Kalangan Pensyarah di Kolej Kemahiran Tinggi Mar

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Lyssa Daud ◽  
◽  
Faizal Amin Nur Yunus ◽  
Mohd Bekri Rahim ◽  
Mohd. Zulfadli Rozali ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Continuous Quality Improvement ◽  
Continuous Quality

Building on Past Experience

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric J. Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical School ◽  
School Curriculum ◽  
Past Experience ◽  
Medical School Curriculum ◽  
Learning Activities ◽  
Dual Roles ◽  
Medical Program ◽  
Mcgill University ◽  
Ongoing Development ◽  
Renewal Project

This chapter serves to explain the link between a curricular renewal project that has already been completed and one that is envisaged as an aspirational goal and serves as the focus of the book. The Physicianship Curriculum has its origins in courses introduced in 1998 and that evolved over two decades in the undergraduate medical program at McGill University. The innovative modules and learning activities were initially rolled out under the ambit of two distinct conceptual streams: professionalism and healing in medicine. Ongoing development continued using “physicianship” as a new descriptive label. Physicianship refers to the dual roles of the physician: the physician as professional and as healer. The flagship course of the physicianship component of McGill’s medical school curriculum has been a 4-year longitudinal apprenticeship; it is described in detail.

Culinary Medicine Training in Core Medical School Curriculum Improved Medical Student Nutrition Knowledge and Confidence in Providing Nutrition Counseling

2021 ◽  
pp. 155982762110217
Author(s):  
Christopher R. D’Adamo ◽  
Kayli Workman ◽  
Christine Barnabic ◽  
Norman Retener ◽  
Bernadette Siaton ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
School Curriculum ◽  
Nutrition Knowledge ◽  
Medical School Curriculum ◽  
Nutrition Counseling ◽  
Patient Counseling ◽  
Culinary Medicine

Background: Elective culinary medicine education has become popular to help fill important gaps in physician nutrition training. The implementation and outcomes among the inaugural cohort of medical students who received culinary medicine training as a required component of medical school curriculum at the University of Maryland School of Medicine are described. Methods: Following a series of elective pilot sessions, culinary medicine training was provided to all first-year medical students in the 2019-2020 academic year. The 3-hour training included evidence-based nutrition lecture, cooking simple recipes, and group discussion of the application to personal and patient care. Pre-/postsession questionnaires assessed nutrition knowledge, skills, and attitudes as well as nutritional counseling confidence. Paired t-tests estimated mean differences in outcomes pre- and posttraining. Qualitative data were subjected to thematic analysis. Results: Overall, 119 of 125 (95.2%) students provided pre- and posttraining outcomes data. All nutritional and patient counseling outcomes improved ( P < .05). Themes of being better prepared to address healthy eating barriers in patient care and personal ability to make healthy dietary changes were noted in qualitative analysis. Conclusion: One session of culinary medicine training in core medical student curriculum was feasible and improved medical student nutrition knowledge, skills, and attitudes and confidence in patient nutrition counseling.

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