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Related Experiment Video

Updated: Jul 3, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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Published on: September 11, 2021

A self-instructional model to teach systems-based practice and practice-based learning and improvement.

Antoinette S Peters1, Joe Kimura, Maryjoan D Ladden

  • 1Department of Ambulatory Care and Prevention, Harvard Medical School and Harvard Pilgrim Health Care, Boston, MA, USA. toni_peters@hms.harvard.edu

Journal of General Internal Medicine
|July 10, 2008
PubMed
Summary

The Achieving Competence Today (ACT) program effectively enhanced residents' knowledge and self-assessed competency in systems-based practice (SBP) and practice-based learning and improvement (PBLI). Faculty expertise is not essential for resident learning in these crucial practice areas.

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Last Updated: Jul 3, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • Healthcare Quality Improvement
  • Residency Training

Background:

  • Systems-based practice (SBP) and practice-based learning and improvement (PBLI) became mandatory resident competencies in 1999.
  • These concepts were novel to many medical professionals at the time of their implementation.

Purpose of the Study:

  • To describe and evaluate the effectiveness of a 4-week clinical elective, Achieving Competence Today (ACT).
  • To assess the ACT program's ability to teach residents SBP and PBLI.

Main Methods:

  • The ACT program involved a 4-week active learning course with web-based support and a follow-up teaching experience.
  • Curriculum included readings, activities, an improvement project, and weekly meetings with a non-expert preceptor.
  • Evaluation utilized a before-after cross-comparison of ACT residents and control groups.

Main Results:

  • ACT residents showed greater gains in knowledge (4.4/100) and self-assessed competency (11.3/100) compared to controls.
  • Faculty preceptors' attitudes towards resident learning of SBP/PBLI became more positive (15.8/100).
  • Principal investigators rated the ready-to-use curriculum highly (8.5/10).

Conclusions:

  • The ACT program successfully increased residents' knowledge and self-perceived competency in SBP and PBLI.
  • Faculty attitudes regarding the importance of resident learning in SBP/PBLI improved.
  • Effective resident learning of SBP/PBLI does not necessitate faculty content expertise.