Quality Improvement Education for Health Professionals: A Systematic Review

被引：56

作者：

Starr, Stephanie R. ^{[1
]}

Kautz, Jordan M. ^{[1
]}

Sorita, Atsushi ^{[1
]}

Thompson, Kristine M. ^{[2
]}

Reed, Darcy A. ^{[1
]}

Porter, Barbara L. ^{[1
]}

Mapes, David L. ^{[1
]}

Roberts, Catherine C. ^{[3
]}

Kuo, Daniel ^{[4
]}

Bora, Pavithra R. ^{[1
]}

Elraiyah, Tarig A. ^{[1
]}

Murad, Mohammad H. ^{[1
]}

Ting, Henry H. ^{[5
]}

机构：

[1] Mayo Clin, 200 First St SW, Rochester, MN 55905 USA

[2] Mayo Clin, Jacksonville, FL 32224 USA

[3] Mayo Clin, Scottsdale, AZ USA

[4] Univ Washington, Internal Med Residency Program, Seattle, WA 98195 USA

[5] Univ Hosp Columbia & Cornell, New York Presbyterian Hosp & Healthcare Syst, New York, NY USA

来源：

AMERICAN JOURNAL OF MEDICAL QUALITY | 2016年 / 31卷 / 03期

关键词：

quality improvement; education; health professionals; systematic review; MEDICAL-EDUCATION; COLLABORATIVES; SAFETY; CARE; TRAINEES; IMPACT; TEAMS;

D O I：

10.1177/1062860614566445

中图分类号：

R19 [保健组织与事业（卫生事业管理）];

学科分类号：

摘要：

Effective quality improvement (QI) education should improve patient care, but many curriculum studies do not include clinical measures. The research team evaluated the prevalence of QI curricula with clinical measures and their association with several curricular features. MEDLINE, Embase, CINAHL, and ERIC were searched through December 31, 2013. Study selection and data extraction were completed by pairs of reviewers. Of 99 included studies, 11% were randomized, and 53% evaluated clinically relevant measures; 85% were from the United States. The team found that 49% targeted 2 or more health professions, 80% required a QI project, and 65% included coaching. Studies involving interprofessional learners (odds ratio [OR] = 6.55; 95% confidence interval [CI] = 2.71-15.82), QI projects (OR = 13.60; 95% CI = 2.92-63.29), or coaching (OR = 4.38; 95% CI = 1.79-10.74) were more likely to report clinical measures. A little more than half of the published QI curricula studies included clinical measures; they were more likely to include interprofessional learners, QI projects, and coaching.

引用

页码：209 / 216

页数：8

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