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Location: Virtually via Zoom - Join herePresenter:Arthur Riba, M.D.Description:The Association of American Medical Colleges and World Health Organization strongly endorse formal education and training in Quality Improvement (QI) in the undergraduate medical curriculum to prepare medical students for lifelong application and practice. To affect positive changes in health care, medical students need to develop a strong foundation in quality improvement (QI) during their undergraduate medical training. In addition, the importance of teaching these principles early in medical education is underscored by their recent inclusion in licensing examinations. Teaching QI to undergraduate medical students has received relatively less attention in the literature compared with GME and continuing medical education. The curricula that have been published reveal multiple opportunities for improvement and there is marked variability in the content, scope and quality of what is taught, instructional methods, duration of training (most programs lack a longitudinal component), and how integrated in the clinical workflow and include only limited outcome data. This proposal provides a framework for a standardized, best practice, highly reliable, interprofessional, multimodal and comprehensive medical student curriculum in QI and makes a strong case why this should be incorporated continuously in the basic and clinical learning environment of OUWBSOM. The curriculum embraces evidence-based educational objectives and most effective principles and practices, creative and innovative teaching and engaging methods and overcomes many of the gaps and deficiencies identified and ensures that medical students are prepared as future physician champions for high quality care. A framework for progressive complexity, mastery of QI concepts via achieved milestones, data management, and clinical applications is provided, and culminates in the design and implementation of a required QI project based on competencies learned. It is structured to span across preclinical and clinical years, integrates classroom and workplace learning, and includes clear objectives, governance, faculty development via co-learning, mentorship, and evaluation methods. The value of the training will also be assessed by the impact of the applied project on achieving healthcare system improvement. It is expected that the applied curriculum will ensure that medical students obtain the knowledge, skills and experience to lead QI efforts throughout their careers.Objectives:At the conclusion of this activity, learners should be better able to:Understand the Rationale, Purpose, Goals and Compelling Needs of a Longitudinal and Immersive Medical School Curriculum in Quality Improvement and why this should matter to Medical Students.Identify and apply those content elements, topics taught, instructional methods, experiential learning opportunities, and competency-based creative education strategies that are most effective, valued and engaging when teaching medical students QI.Understand what it will take to navigate the approval process and overcome barriers to ensure this curriculum is integrated into the medical school curriculum.Learn the most effective and creative tools to evaluate the value and impact of an innovative curriculum in QI for medical students.
📍 Virtually via Zoom