"The mirror" and "the village": a new method for teaching practice-based learning and improvement and systems-based...

Area of Science:

• Medical Education
• Healthcare Quality Improvement
• Professional Development

Background:

• Practice-based learning and improvement (PBLI) and systems-based practice (SBP) are crucial for medical training but can be conceptually challenging.
• Effective methods are needed to integrate PBLI and SBP into residency curricula and clinical practice.

Purpose of the Study:

• To introduce and evaluate novel methods for teaching PBLI and SBP to residents.
• To assess the impact of these methods on resident learning and proficiency.

Main Methods:

• Implemented PBLI using the "mirror" metaphor, encouraging self-assessment via tools like morbidity and mortality reports and chart audits.
• Introduced SBP through the "village" metaphor, utilizing multidisciplinary rounds and quality improvement exercises.
• Collected resident feedback via questionnaires to gauge the perceived impact of these initiatives.

Main Results:

• A high percentage of residents reported improvement in PBLI and SBP through specific activities like quality assessment exercises (92.9%) and multidisciplinary rounds (92.1%).
• Morbidity and mortality reports (86.8%) and chart self-audits (76.4%) were also recognized as beneficial for PBLI.
• Residents' self-assessments indicated significant improvements in PBLI abilities post-intervention.

Conclusions:

• The "mirror" and "village" metaphors provide an effective framework for introducing PBLI and SBP in residency programs.
• Integrating specific, metaphor-driven activities enhances resident understanding and application of PBLI and SBP principles.
• These findings support the incorporation of such innovative methods into medical education for improved practice-based learning.