Using early clinical experiences to integrate quality-improvement learning into medical education

Area of Science:

• Medical Education
• Healthcare Quality Improvement
• Health Professions Education

Background:

• Healthcare delivery is increasingly complex, necessitating new provider competencies.
• Medical schools must adapt curricula to prepare students for quality improvement (QI) in practice.
• Dartmouth Medical School identified a need for structured QI education for its students.

Purpose of the Study:

• To describe a novel, two-pronged quality improvement educational program for medical students.
• To provide students with both theoretical knowledge and practical experience in continuous quality improvement.
• To foster the development of essential skills for understanding and designing improvements in healthcare.

Main Methods:

• Implemented a two-tiered curriculum: a required component integrated into "On Doctoring" and an elective summer program.
• The required curriculum involved student-led QI projects at community preceptor sites.
• The elective program engaged small groups of students in identifying, planning, implementing, and documenting practice-based QI initiatives.

Main Results:

• The program successfully provided medical students with active learning experiences in quality improvement.
• Students gained practical skills in identifying areas for improvement, developing action plans, and implementing changes.
• The described curricula offer a scalable model for QI education in medical schools.

Conclusions:

• The dual-curriculum approach effectively trains medical students in quality improvement principles and application.
• Successful implementation relies on integrating QI into existing clinical experiences and offering specialized training.
• Lessons learned provide valuable insights for other institutions seeking to enhance QI education for future healthcare providers.