Using an online quiz-based reinforcement system to teach healthcare quality and patient safety and care transitions at the University of California
Using an online quiz-based reinforcement system to teach healthcare quality and patient safety and care transitions at the University of California
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DOI：
10.1093/intqhc/mzx093
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发表时间：
2017-10-01
影响因子：
2.6
通讯作者：
Ranji, Sumant R.
中科院分区：
文献类型：
--
作者：
Shaikh, Ulfat;Afsar-manesh, Nasim;Ranji, Sumant R.
由于时间限制和教师在这些领域的发展不足，在临床培训期间实施质量改进（QI）教育具有挑战性。基于测验的强化系统在促进积极参与，协作，健康竞争和实时形成性反馈方面显示出希望，尽管需要对其有效性进行进一步研究。基于在线测验的强化系统可以增加住院医师和教师在QI方面的知识，患者安全和护理过渡。加州5所大学医学院的QI和教育评估专家开发了一门课程，包括3个关于QI介绍、患者安全和护理过渡的测验。每个测验包含20个问题，并利用在线教育测验为基础的强化系统，利用间隔学习。大约500名学习者完成了课程（完成率66-86%）。所有测验的知识获取分数在完成后增加：QI介绍（35-73%），患者安全（58-95%）和护理过渡（66-90%）。学习者报告说，问答系统是一种有效的教学模式，他们喜欢这种教育，而不是课堂授课。改进建议包括减少问题的呈现频率，使用更多的问题来测试学习者对知识的应用，而不是知识的获取。多校区在线测试为基础的强化系统，以培训居民在QI，病人安全和护理过渡是可行的，可接受的，并增加知识。该课程可最好地用于补充课堂课程和经验课程，沿着更多地注意优化问题的提出频率和提高应用技能。
Implementing quality improvement (QI) education during clinical training is challenging due to time constraints and inadequate faculty development in these areas.Quiz-based reinforcement systems show promise in fostering active engagement, collaboration, healthy competition and real-time formative feedback, although further research on their effectiveness is required.An online quiz-based reinforcement system to increase resident and faculty knowledge in QI, patient safety and care transitions.Experts in QI and educational assessment at the 5 University of California medical campuses developed a course comprised of 3 quizzes on Introduction to QI, Patient Safety and Care Transitions. Each quiz contained 20 questions and utilized an online educational quiz-based reinforcement system that leveraged spaced learning.Approximately 500 learners completed the course (completion rate 66-86%). Knowledge acquisition scores for all quizzes increased after completion: Introduction to QI (35-73%), Patient Safety (58-95%), and Care Transitions (66-90%). Learners reported that the quiz-based system was an effective teaching modality and preferred this type of education to classroom-based lectures. Suggestions for improvement included reducing frequency of presentation of questions and utilizing more questions that test learners on application of knowledge instead of knowledge acquisition.A multi-campus online quiz-based reinforcement system to train residents in QI, patient safety and care transitions was feasible, acceptable, and increased knowledge. The course may be best utilized to supplement classroom-based and experiential curricula, along with increased attention to optimizing frequency of presentation of questions and enhancing application skills.