Integrating practice-based learning and improvement into medical student learning: evaluating complex curricular...

Area of Science:

• Medical Education
• Competency-Based Education

Background:

• Practice-based learning and improvement (PBLI) is a core competency for medical residents.
• Foundational PBLI skills should be established during medical school training.

Purpose of the Study:

• To evaluate the impact of a PBLI module on first-year medical students.
• Assessed learning, self-perceived proficiency, satisfaction, and time costs.

Main Methods:

• A randomized trial compared a standard curriculum with a PBLI-DMEDS module.
• The PBLI-DMEDS module involved applying PBLI methods to clinical skills.
• Evaluations included pre- and post-module knowledge and proficiency assessments.

Main Results:

• Intervention students demonstrated significantly higher post-module PBLI knowledge scores.
• Student, faculty, and course leader satisfaction levels were mixed.
• The time commitment for module implementation was found to be excessive.

Conclusions:

• The PBLI module successfully imparted foundational PBLI knowledge.
• Effective teaching of PBLI basics did not translate to seamless curriculum integration.
• A multifaceted evaluation approach informed intervention refinement.