Application of plan-do-check-act quality circle in improving the ability for teaching rounds among clinical mentors
10.3760/cma.j.cn116021-20230720-01724
- VernacularTitle:应用PDCA质量环提升临床带教师资教学查房能力的探索实践
- Author:
Luyao LUO
1
;
Lan LIU
;
Qiu ZHAO
Author Information
1. 武汉大学中南医院/第二临床学院纪检监察办公室，武汉 430060
- Keywords:
Plan-do-check-act quality circle;
Teaching rounds;
Quality management;
Standardized residency training
- From:
Chinese Journal of Medical Education Research
2024;23(8):1080-1086
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the efficacy of the plan-do-check-action (PDCA) quality circle in improving the ability for teaching rounds among clinical mentors, and to enhance the construction of teaching staff and the quality of teaching rounds.Methods:The hospital-level assessment scores of the ability for teaching rounds were collected from 34 clinical mentors in different clinical departments of Zhongnan Hospital of Wuhan University in 2021, and such data were used to investigate the influencing factors for the quality of teaching rounds. Then a PDCA plan was developed and executed to improve the quality of teaching rounds. After the implementation of this plan, hospital-level assessment of the ability for teaching rounds was performed for 34 clinical mentors who were randomly selected from different clinical departments in 2022. The 34 clinical mentors who received the hospital-level assessment of the ability for teaching rounds in 2021 were enrolled as control group, and the 34 clinical mentors who received such assessment in 2022 were enrolled as experimental group. The assessment scores were compared between the two groups to evaluate the implementation effect of PDCA, and SPSS 20.0 was used for data analysis. Categorical data were expressed as number of cases or percentage and were analyzed using the chi-square test, and continuous data were expressed as mean±standard deviation and were analyzed using the t-test. Results:Assessment indices included the preparation, execution, skills, and overall impression of teaching rounds. After the implementation of PDCA, there was a significant increase in the excellence rate of assessment scores (76.47% vs. 50.00%) and a significant reduction in the unqualified rate of assessment scores (2.94% vs. 20.59%), with a significant difference ( P=0.031). There was a tendency of increase in the scoring rates of ward round execution (83.44% vs. 88.26%), ward round skills (82.60% vs. 91.09%), and overall impression (90.20% vs. 93.63%), and there were also significant increases in the scores of ward round skills [(14.87±3.02) vs. (16.40±1.53), P=0.020], improvement of the clinical thinking abilities of trainees through diagnosis and differential diagnosis [(7.96±1.66) vs. (8.93±0.93), P=0.006], guidance for trainees to formulate reasonable diagnosis and treatment regimens [(4.18±1.11) vs. (4.82±0.47), P=0.005], and emphasis on key and challenging points in the teaching process [(3.01±0.76) vs. (3.97±0.17), P<0.001]. Conclusions:The application of PDCA can improve the performance of clinical mentors in the process of teaching rounds, enhance their ability for teaching rounds, fortify the team construction of clinical mentors, and help to improve the quality of teaching rounds.
