Innovative model of delivering quality improvement education for trainees - a pilot project
Innovative model of delivering quality improvement education for trainees - a pilot project
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DOI：
10.3402/meo.v20.28764
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发表时间：
2015-01-01
影响因子：
4.6
通讯作者：
Dankbar, Eugene C.
中科院分区：
文献类型：
--
作者：
Ramar, Kannan;Hale, Curt W.;Dankbar, Eugene C.
背景：2010年，我们将质量改进（QI）教育作为学员的必修课程，由于教学时间太长，难以安排，导致出勤率下降，因此有必要重新调整教学课程。提供QI教育的“翻转课堂”（FC）模式被吹捧为一种有效的教学方法，因为它允许学员在自己的时间里观看视频教学材料，并利用课堂来澄清概念，并在包括研讨会在内的基于案例的场景中使用所学工具。方法：梅奥质量学院准备了29个视频，包含了之前交付的17个每周教学课程，总时长为135分钟。半天的会议澄清了与视频相关的问题，随后是案例示例和关于如何执行和利用一些常用的QI工具和方法的实践研讨会。结果：7名学员参与。通过fc模型前和fc模型后的测试结果，患者的知识水平有了显著提高[提高了40.34% (SD 16.34), p
Background: After incorporating quality improvement (QI) education as a required curriculum for our trainees in 2010, a need arose to readdress our didactic sessions as they were too long, difficult to schedule, and resulting in a drop in attendance. A 'flipped classroom' (FC) model to deliver QI education was touted to be an effective delivery method as it allows the trainees to view didactic materials on videos, on their own time, and uses the classroom to clarify concepts and employ learned tools on case-based scenarios including workshops.Methods: The Mayo Quality Academy prepared 29 videos that incorporated the previously delivered 17 weekly didactic sessions, for a total duration of 135 min. The half-day session clarified questions related to the videos, followed by case examples and a hands-on workshop on how to perform and utilize a few commonly used QI tools and methods.Results: Seven trainees participated. There was a significant improvement in knowledge as measured by pre- and post-FC model test results [improvement by 40.34% (SD 16.34), p