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Mainstreaming quality and safety: a reformulation of quality and safety education for health professions students

The urgent need to expand the ability of health professionals to improve the quality and safety of patient care in the USA has been well documented. Yet the current methods of teaching quality and safety to health professionals are inadequate for the task. To the extent that quality and safety are a...

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Autores principales: Cooke, Molly, Ironside, Pamela M, Ogrinc, Gregory S
Formato: Texto
Lenguaje:English
Publicado: BMJ Group 2011
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3066833/
https://www.ncbi.nlm.nih.gov/pubmed/21450779
http://dx.doi.org/10.1136/bmjqs.2010.046516
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author Cooke, Molly
Ironside, Pamela M
Ogrinc, Gregory S
author_facet Cooke, Molly
Ironside, Pamela M
Ogrinc, Gregory S
author_sort Cooke, Molly
collection PubMed
description The urgent need to expand the ability of health professionals to improve the quality and safety of patient care in the USA has been well documented. Yet the current methods of teaching quality and safety to health professionals are inadequate for the task. To the extent that quality and safety are addressed at all, they are taught using pedagogies with a narrow focus on content transmission, didactic sessions that are spatially and temporally distant from clinical work, and quality and safety projects segregated from the provision of actual patient care. In this article an argument for a transformative reorientation in quality and safety education for health professions is made. This transformation will require new pedagogies in which a) quality improvement is an integral part of all clinical encounters, b) health professions students and their clinical teachers become co-learners working together to improve patient outcomes and systems of care, c) improvement work is envisioned as the interdependent collaboration of a set of professionals with different backgrounds and perspectives skilfully optimising their work processes for the benefit of patients, and d) assessment in health professions education focuses on not just individual performance but also how the care team's patients fared and how the systems of care were improved.
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spelling pubmed-30668332011-04-11 Mainstreaming quality and safety: a reformulation of quality and safety education for health professions students Cooke, Molly Ironside, Pamela M Ogrinc, Gregory S BMJ Qual Saf Challenges of Professional Education The urgent need to expand the ability of health professionals to improve the quality and safety of patient care in the USA has been well documented. Yet the current methods of teaching quality and safety to health professionals are inadequate for the task. To the extent that quality and safety are addressed at all, they are taught using pedagogies with a narrow focus on content transmission, didactic sessions that are spatially and temporally distant from clinical work, and quality and safety projects segregated from the provision of actual patient care. In this article an argument for a transformative reorientation in quality and safety education for health professions is made. This transformation will require new pedagogies in which a) quality improvement is an integral part of all clinical encounters, b) health professions students and their clinical teachers become co-learners working together to improve patient outcomes and systems of care, c) improvement work is envisioned as the interdependent collaboration of a set of professionals with different backgrounds and perspectives skilfully optimising their work processes for the benefit of patients, and d) assessment in health professions education focuses on not just individual performance but also how the care team's patients fared and how the systems of care were improved. BMJ Group 2011-04 /pmc/articles/PMC3066833/ /pubmed/21450779 http://dx.doi.org/10.1136/bmjqs.2010.046516 Text en © 2011, Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-commercial License, which permits use, distribution, and reproduction in any medium, provided the original work is properly cited, the use is non commercial and is otherwise in compliance with the license. See: http://creativecommons.org/licenses/by-nc/2.0/ and http://creativecommons.org/licenses/by-nc/2.0/legalcode.
spellingShingle Challenges of Professional Education
Cooke, Molly
Ironside, Pamela M
Ogrinc, Gregory S
Mainstreaming quality and safety: a reformulation of quality and safety education for health professions students
title Mainstreaming quality and safety: a reformulation of quality and safety education for health professions students
title_full Mainstreaming quality and safety: a reformulation of quality and safety education for health professions students
title_fullStr Mainstreaming quality and safety: a reformulation of quality and safety education for health professions students
title_full_unstemmed Mainstreaming quality and safety: a reformulation of quality and safety education for health professions students
title_short Mainstreaming quality and safety: a reformulation of quality and safety education for health professions students
title_sort mainstreaming quality and safety: a reformulation of quality and safety education for health professions students
topic Challenges of Professional Education
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3066833/
https://www.ncbi.nlm.nih.gov/pubmed/21450779
http://dx.doi.org/10.1136/bmjqs.2010.046516
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