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首页> 外文期刊>BMC Medical Education >Is the delivery of a quality improvement education programme in obstetrics and gynaecology for final year medical students feasible and still effective in a shortened time frame?
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Is the delivery of a quality improvement education programme in obstetrics and gynaecology for final year medical students feasible and still effective in a shortened time frame?

机译：为期末医学生提供的妇产科质量改进教育计划是否可行，并且在较短的时间内仍然有效？

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Background Teaching clinical audit skills to nascent health professionals is one strategy to improve frontline care. The undergraduate medical curriculum at the University of Auckland provides improvement science theory and skills in Year 5 teaching, and the opportunity to put this into practice during an Obstetrics and Gynaecology (O&G) clinical attachment in Year 6. In 2015, a revised medical school curriculum at the university resulted in a planned reduction of the O&G attachment from five weeks to four, necessitating revision of the Year 6 Quality Improvement (QI) project. The aim of this study was to evaluate if the revised programme provided an important experiential learning opportunity for medical students without imposing an unsustainable burden on clinical services. Methods Based on a CIPP (Context/Input/Process/Product) evaluation model, the study was conducted in several stages to get a sense of the context as the new programme was being planned (Context evaluation), the feasibility of an alternative approach to meet the educational need (Input evaluation), the implementation of the revised programme (Process evaluation) and finally, the programme outcomes (Product evaluation). We used multiple data sources (supervisors, students, academic administrators, and hospital staff) and data collection methods (questionnaires, focus groups, individual interviews, consultative workshops, student reports and oral presentations). Results The context evaluation revealed the Year 6 QI programme to be valuable and contributed to O&G service improvements, however, the following concerns were identified: time to complete the project, timely topic selection and access to data, recognition of student achievement, and staff workload. The evaluation of the revised QI project indicated improvement in student perceptions of their QI knowledge and skills, and most areas previously identified as challenging, despite the concurrent reduction in the duration of the O&G attachment. Conclusions Applying the CIPP model for evaluation to our revised QI programme enabled streamlining of procedures to achieve greater efficiency without compromising the quality of the learning experience, or increasing pressure on staff. A four week clinical rotation is adequate for medical educators to consider opportunities for including QI projects as part of student experiential learning.
机译：背景技术向新生卫生专业人员教授临床审核技能是改善一线医疗的一种策略。奥克兰大学的本科医学课程在5年级教学中提供了改进的科学理论和技能，并有机会在6年级的妇产科（O＆G）临床实习期间将其付诸实践。2015年，修订了医学院课程该大学的计划将O＆G附件的计划从5周减少到4周，因此有必要修订6年级质量改进（QI）项目。这项研究的目的是评估修订后的计划是否为医学生提供了重要的体验学习机会，而又不会给临床服务带来不可持续的负担。方法基于CIPP（情境/投入/过程/产品）评估模型，该研究分多个阶段进行，目的是在计划新程序（情境评估）时了解情境，这是一种替代方法的可行性。满足教育需求（投入评估），修订计划的实施（过程评估）以及计划成果（产品评估）。我们使用了多种数据源（主管，学生，学术管理人员和医院工作人员）和数据收集方法（问卷调查，焦点小组，个人访谈，咨询研讨会，学生报告和口头报告）。结果上下文评估表明，六年级的QI计划很有价值，并有助于改善O＆G服务，但是，确定了以下问题：完成项目的时间，及时选择主题和访问数据，认可学生的成就以及工作人员的工作量。修订后的QI项目的评估表明，尽管O＆G依恋的持续时间同时减少，但学生对自己的QI知识和技能的认识有所改善，并且大多数以前被认为具有挑战性的领域。结论将CIPP模型用于评估后，我们对经修订的QI计划进行了评估，从而简化了流程，以提高效率，而又不影响学习经验的质量或增加员工的压力。为期4周的临床轮换足以让医学教育工作者考虑将QI项目纳入学生体验式学习的机会。

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