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Related Experiment Video

Updated: May 14, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Learning to make a difference: introducing quality improvement methods to core medical trainees.

Emma Vaux¹, Susan Went, Martin Norris

¹Joint Royal Colleges of Physicians Training Board. emma.vaux@royalberkshire.nhs.net

Clinical Medicine (London, England)

|January 25, 2013

Summary

The Learning To Make a Difference initiative trained medical trainees in quality improvement (QI) skills. Trainee-led projects demonstrated success in enhancing multidisciplinary work, clinical practice, and patient care.

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Published on: August 9, 2024

Area of Science:

Medical Education
Healthcare Quality Improvement
Health Services Research

Background:

Physician trainees require practical skills in quality improvement (QI) for frontline healthcare delivery.
Traditional clinical audits may not fully equip trainees with change management expertise.
The Royal College of Physicians and Joint Royal Colleges of Physicians Training Board initiated a program to address this gap.

Purpose of the Study:

To evaluate the 'Learning To Make a Difference' (LTMD) initiative, which aimed to develop QI skills in medical trainees.
To assess the feasibility and impact of trainee-led QI projects on healthcare quality.
To identify necessary infrastructure for embedding QI methodology in physician training.

Main Methods:

Core medical trainees in five deaneries participated in the LTMD initiative during 2010-2011.
Trainees undertook a QI project as an alternative to a mandatory clinical audit.
Sixty-one trainees completed 46 QI projects, with outcomes evaluated.

Main Results:

The LTMD initiative proved acceptable and feasible for trainee engagement in QI.
Trainee-led, small-scale change projects effectively improved multidisciplinary working and clinical practice.
Patient care quality was positively impacted by the implemented QI projects.

Conclusions:

Trainee-led quality improvement projects are a viable method for enhancing frontline healthcare.
The LTMD initiative successfully equipped trainees with essential QI skills.
Further development and spread of this approach are recommended, supported by identified infrastructure needs.