Affordable Access

Access to the full text

Pediatric Quality Improvement (QI) Virtual Practicum: Adapting a QI Simulator

Authors
  • Greenlaw, Celia1
  • Jacob, Susan2
  • Cheston, Christine C.3
  • 1 Intern in Child Neurology, Boston Combined Residency Program in Pediatrics, Boston Children's Hospital
  • 2 Intern in Internal Medicine, University of Pittsburgh Medical Center
  • 3 Assistant Professor of Pediatrics, Department of Pediatrics, Boston Medical Center, Boston University School of Medicine
Type
Published Article
Journal
MedEdPORTAL : the Journal of Teaching and Learning Resources
Publisher
Association of American Medical Colleges
Publication Date
Aug 14, 2020
Volume
16
Identifiers
DOI: 10.15766/mep_2374-8265.10929
PMID: 32821806
PMCID: PMC7431186
Source
PubMed Central
Keywords
License
Green

Abstract

Introduction Pediatric residencies are expected to arm trainees with skills in quality improvement (QI) that allow trainees to systematically enhance their own practice. Simulation has been shown to be effective in teaching QI, but there are no published QI simulation tools that target pediatric learners. Methods We adapted a previously developed QI simulation to include a case relevant for pediatric residents. Participants devised interventions using basic QI principles with iterative feedback from facilitators with knowledge of QI methodology. Changes in resident knowledge, attitudes about the curriculum, and depth of engagement in QI were assessed using pre- and posttests, surveys, and assessment of independent QI activities performed prior to graduation, respectively. Results Eighty-two residents completed the simulation. Of the 76 residents who completed both the pre- and posttests, which each had a total possible score of 28 points, 68% had improved posttest scores, with an average score increase of 2.6 points ( SD = 0.6, p < .001). Improvements were most pronounced for residents that scored in the lowest quartile on the pretest. After the simulation, residents reported greater confidence in and likelihood of completing a QI initiative. There was no difference in the level of involvement in future independent QI activities completed by residents who were simulation participants compared with nonparticipants. Discussion Adapting a previously published QI simulation for pediatric residents was feasible and effective, and the QI simulation was well-liked by learners. Those with lower baseline QI knowledge may have the most to gain from this simulation.

Report this publication

Statistics

Seen <100 times