Teaching quality improvement concepts to pharmacy students using the Evidence-based Practice for Improving Quality (EPIQ) workshop.
Curriculum development
Evidence-based practice
Healthcare quality improvement
Pharmacy education
Pharmacy students
Quality improvement
Team-based learning
Journal
Currents in pharmacy teaching & learning
ISSN: 1877-1300
Titre abrégé: Curr Pharm Teach Learn
Pays: United States
ID NLM: 101560815
Informations de publication
Date de publication:
08 2023
08 2023
Historique:
received:
17
01
2023
revised:
26
05
2023
accepted:
11
07
2023
medline:
18
8
2023
pubmed:
21
7
2023
entrez:
20
7
2023
Statut:
ppublish
Résumé
Despite the benefits of quality improvement (QI) training, there is a scarcity of information on QI teaching formats for undergraduate pharmacy education. The Evidence-based Practice for Improving Quality (EPIQ) workshop was evaluated as a teaching format for a group of multi-year undergraduate pharmacy students, assessing knowledge acquisition and learner reactions. Using a convergent mixed-method analysis, 10-item pre- and post-workshop multiple-choice questionnaires measured students' knowledge acquisition of foundational QI concepts. A six-item pre- and post-workshop survey and a voluntary post-workshop focus group evaluated students' attitudes towards QI training and the teaching format. Mann-Whitney U non-parametric test was used to analyze the quantitative data, while thematic analysis was applied to analyze the qualitative data. Twenty-nine pharmacy students participated in the workshop. There was a statistically significant improvement in pharmacy students' QI knowledge before and after participating in the workshop (77% vs. 86%, P = .008). The evaluation of the EPIQ teaching format resulted in three important findings: (1) undergraduate pharmacy students identified a QI learning need; (2) the EPIQ workshop effectively provided foundational QI literacy for all pharmacy student years using a "learning by sharing" methodology and pharmacy-specific case studies; and (3) interested students may benefit from an experiential elective to apply QI techniques. The perceived value of QI training for pharmacy students using the EPIQ workshop was demonstrated: students expressed an interest in lifelong learning and a desire to pursue QI projects at school, during a clinical rotation, or at work.
Sections du résumé
BACKGROUND AND PURPOSE
Despite the benefits of quality improvement (QI) training, there is a scarcity of information on QI teaching formats for undergraduate pharmacy education. The Evidence-based Practice for Improving Quality (EPIQ) workshop was evaluated as a teaching format for a group of multi-year undergraduate pharmacy students, assessing knowledge acquisition and learner reactions.
EDUCATIONAL ACTIVITY AND SETTING
Using a convergent mixed-method analysis, 10-item pre- and post-workshop multiple-choice questionnaires measured students' knowledge acquisition of foundational QI concepts. A six-item pre- and post-workshop survey and a voluntary post-workshop focus group evaluated students' attitudes towards QI training and the teaching format. Mann-Whitney U non-parametric test was used to analyze the quantitative data, while thematic analysis was applied to analyze the qualitative data.
FINDINGS
Twenty-nine pharmacy students participated in the workshop. There was a statistically significant improvement in pharmacy students' QI knowledge before and after participating in the workshop (77% vs. 86%, P = .008). The evaluation of the EPIQ teaching format resulted in three important findings: (1) undergraduate pharmacy students identified a QI learning need; (2) the EPIQ workshop effectively provided foundational QI literacy for all pharmacy student years using a "learning by sharing" methodology and pharmacy-specific case studies; and (3) interested students may benefit from an experiential elective to apply QI techniques.
SUMMARY
The perceived value of QI training for pharmacy students using the EPIQ workshop was demonstrated: students expressed an interest in lifelong learning and a desire to pursue QI projects at school, during a clinical rotation, or at work.
Identifiants
pubmed: 37474356
pii: S1877-1297(23)00178-8
doi: 10.1016/j.cptl.2023.07.002
pii:
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
748-753Informations de copyright
Copyright © 2023 Elsevier Inc. All rights reserved.
Déclaration de conflit d'intérêts
Declaration of Competing Interest No potential conflict was reported by the first author. Dr. Aziz Khalid is the Medical Director (Quality Improvement) for the Office of Lifelong Learning that conducts EPIQ workshops globally.