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Kolb Meets Quality: Applying Learning Theory to a Process Improvement and Safety Curriculum
1Division of Pulmonary and Critical Care and Sleep Medicine, Keck School of Medicine, University of Southern California, Los Angeles, California.
ATS Scholar
|January 10, 2024
Summary
This study redesigned a medical curriculum focusing on quality improvement and patient safety, using adult learning theories to train physicians for evolving healthcare needs and enhance work environments.
Area of Science:
- Medical Education
- Healthcare Quality
- Patient Safety
Background:
- The healthcare environment is dynamic, necessitating physician competency in quality improvement and patient safety.
- The Accreditation Council for Graduate Medical Education emphasizes these skills for the physician workforce.
Purpose of the Study:
- To redesign a quality improvement and patient safety curriculum for medical professionals.
- To integrate adult learning theories into curriculum design and teaching methodologies.
- To equip future physicians with essential skills for adapting to healthcare changes and improving practice environments.
Main Methods:
- Utilized adult learning theories as a framework for curriculum development.
- Applied these theories to the teaching of quality improvement and patient safety concepts.
- Focused on creating an impactful and relevant course of study.
Main Results:
- A renewed curriculum was developed based on established learning theories.
- The curriculum aims to foster knowledge, skills, and attitudes for continuous improvement.
- The approach is designed to be adaptable to the changing needs of medical practice.
Conclusions:
- Adult learning theories provide an effective scaffold for designing medical education curricula.
- The implemented curriculum is intended to enhance physician preparedness for quality improvement and patient safety.
- This initiative supports the development of adaptive and skilled healthcare professionals.
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