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Health Information Technology and Healthcare Information System

Health Information Technology and Healthcare Information System

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Updated: Jul 3, 2026

BioMEMS: Forging New Collaborations Between Biologists and Engineers

BioMEMS: Forging New Collaborations Between Biologists and Engineers

Published on: November 1, 2007

Teaching quality improvement: a collaboration project between medicine and engineering.

Prathibha Varkey¹, Sudhakar P Karlapudi, Kevin E Bennet

¹Division of Preventive Occupational and Aerospace Medicine, Mayo Clinic College of Medicine, Rochester, MN 55905, USA. Varkey.prathibha@mayo.edu

American Journal of Medical Quality : the Official Journal of the American College of Medical Quality

|July 29, 2008

Summary

Physician educators can enhance healthcare quality improvement (QI) training by partnering with engineers. This novel approach significantly boosted fellows' QI knowledge and application skills.

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Last Updated: Jul 3, 2026

BioMEMS: Forging New Collaborations Between Biologists and Engineers

BioMEMS: Forging New Collaborations Between Biologists and Engineers

Published on: November 1, 2007

Area of Science:

Medical Education
Systems Engineering
Healthcare Quality Improvement

Background:

Systems failures impact healthcare quality and cost, necessitating changes in medical education.
Physician educators often lack expertise in systems engineering or quality improvement (QI).

Purpose of the Study:

To describe a novel teaching partnership between engineers and physicians.
To implement a 3-week elective curriculum on healthcare QI for medical fellows.

Main Methods:

A 3-week elective QI training curriculum was developed and delivered by engineering faculty to 9 medical fellows (2 preventive medicine, 7 endocrinology).
Key engineering concepts including stakeholder analysis, root cause analysis, process mapping, and failure mode and effects analysis were taught.
Learner knowledge was assessed using a QI knowledge application tool before and after the rotation.

Main Results:

Learner scores on the QI knowledge application tool improved significantly from 7.33 prerotation to 11.89 postrotation (P < .004).

Conclusions:

A collaborative teaching model integrating engineering expertise into QI education for physicians shows promise.
Further research is needed to evaluate the broader effectiveness and scope of this interdisciplinary educational approach.