A Novel Curricular Approach to Teach Quality Improvement and Health Disparities in a Family Medicine Clerkship.

PRiMER (Leawood, Kan.) Pub Date : 2022-10-06 eCollection Date: 2022-01-01 DOI:10.22454/PRiMER.2022.512327

Maria Syl de la Cruz, Allison R Casola, Kelsey Smith, Samantha Kelly, Eva Bernstein, Erin L Kelly

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Abstract

Background and objectives: 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.

Methods: 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 t tests for pre/post comparisons.

Results: 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 (P<.001), knowledge regarding a community health needs assessment (P<.001), and knowledge about caring for vulnerable populations (homeless, veterans, immigrants/refugees; P<.001).

Conclusions: 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.

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在全科实习中教授质量改进和健康差异的新颖课程方法。

背景和目标：医学院必须整合教育课程，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，我们介绍了针对三年级全科实习学生的质量改进（QI）和健康差异综合课程的开发、实施和评估情况：方法：在进行教育需求评估后，我们为全科实习生开发了以质量改进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。课程以异步在线的形式进行，随后是一个小组合作项目，通过绘制流程图来设计和展示一项 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。经实习主任、研究教职员工和内容专家审查内容和项目的有效性后，我们在 Qualtrics 上进行了前后评估提问。我们使用 SPSS 27 版软件分析定量数据，并使用配对 t 检验进行前后比较：共有 392 名学生完成了评估前调查，395 名学生完成了评估后调查，341 名学生有匹配的研究标识符。从评估前到评估后的调查评估结果显示，在九个QI知识问题中，有九个问题在统计学上发生了显著变化（PPP结论：对 QI 和健康差异课程的初步评估显示，学生对社区健康需求评估的使用、QI 原则和弱势群体护理的自我报告知识有所提高。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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PRiMER (Leawood, Kan.)

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