The PDSA cycle at the core of learning in health professions education
The PDSA cycle at the core of learning in health professions education
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DOI：
10.1016/s1070-3241(16)30223-1
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发表时间：
1996-03-01
期刊：
影响因子：
--
通讯作者：
Headrick, LA
中科院分区：
文献类型：
--
作者：
Cleghorn, GD;Headrick, LA
背景：计划-做-学-法(PDSA)循环是持续改进的核心，是对应用于工作世界的科学方法的重新定义。卫生保健作为卫生专业学习的背景：教育机构可以通过与为工人创造改善环境的卫生保健组织的密切联系，为学生创造最好的“高质量学习”环境。当两者成为“学习型”组织并相互发展关系时，一个重要的产物将是个人和组织学习过程的整合。PDSA循环作为学习理论：PDSA循环可以是个人和组织学习的整合理论。它分享了公认的个人和组织学习理论的基本特征，包括改变和行动/反思的概念。通过PDSA循环评估学习：举例说明了PDSA循环作为学习理论的一组含义。它描述了一种对学习评价的另一种思维方式，它超越了传统的强调评价中的判断。结论：在卫生职业教育中，将PDSA循环置于学习核心的潜力很大。促成这一潜力的因素包括历史上对医疗保健科学方法的重视、临床教育与实践之间的关系、我们定义和衡量健康结果的能力最近的改进、医疗保健和教育改革的紧急压力以及PDSA循环的兼容的多种功能。
Background: 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.Health care as a context for health professions learning: 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 as learning theory: 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.Evaluating learning through PDSA cycles: 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.Conclusions: 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 de-fine and measure health outcomes, emergent pressures for change in health care and education, and compatible multiple functions of the PDSA cycle.