Lessons Learned From a 5-Year Experience With a 4-Week Experiential Quality Improvement Curriculum in a Preventive Medicine Fellowship | Zendy

Prathibha Varkey | Zendy; Sudhakar P. Karlapudi | Zendy

Open Access

Lessons Learned From a 5-Year Experience With a 4-Week Experiential Quality Improvement Curriculum in a Preventive Medicine Fellowship

Author(s) -

Prathibha Varkey,

Sudhakar P. Karlapudi

Publication year - 2009

Publication title -

journal of graduate medical education

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.541

H-Index - 24

eISSN - 1949-8349

pISSN - 1949-8357

DOI - 10.4300/01.01.0015

Subject(s) - experiential learning , curriculum , medical education , quality management , medicine , quality (philosophy) , health care , specialty , psychology , nursing , family medicine , pedagogy , engineering , management system , operations management , philosophy , epistemology , economics , economic growth

Competency in practice-based learning and improvement (PBLI) and systems-based practice (SBP) empowers learners with the skills to plan, lead, and execute health care systems improvement efforts. Experiences from several graduate medical education programs describe the implementation of PBLI and SBP curricula as challenging because of lack of adequate curricular time and faculty resources, as well as a perception that PBLI and SBP are not relevant to future careers. A dedicated experiential rotation that requires fellow participation in a specialty-specific quality improvement project (QIP) may address some of these challenges.

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