Implementation and evaluation of an elective quality improvement curriculum for preclinical students: a prospective controlled study

Table 3 Quality Improvement Skills Self-Assessment

Statement	Curriculum Group^a			Control Group			Overall
“I am confident in my ability to…”	Initial	Final	P	Initial	Final	P	P
1. identify a QI need	3 [1–5]	4 [3–5]	0.012	4 [1–5]	4 [1–5]	0.480	0.089
2. perform a root-cause analysis	2 [1–4]	4 [2–4]	0.001	2 [1–4]	2 [1–5]	0.050	< 0.001
3. break down a healthcare quality problem into a fishbone diagram	2 [1–5]	4 [1–5]	< 0.001	1.5 [1–4]	2 [1–4]	0.929	< 0.001
4. identify stakeholders after a QI need has been identified	2 [1–5]	4 [1–5]	0.005	2.5 [1–5]	3 [1–5]	0.478	0.054
5. develop a proposal to close a quality gap	2 [1–4]	4 [1–5]	0.011	2.5 [1–5]	3 [1–5]	0.491	0.069
6. develop a SMART aim	2 [1–4]	4 [2–5]	< 0.001	2 [1–5]	2 [1–5]	0.072	< 0.001
7. identify appropriate measures for solving a problem	3 [1–5]	4 [2–5]	0.164	4 [1–5]	4 [1–5]	0.131	0.585
8. create a data collection plan consistent with time and resource limitations	3 [1–5]	4 [1–5]	0.019	3 [1–5]	3 [1–5]	0.288	0.189
9. implement a PDCA cycle for a QI initiative	2 [1–4]	3 [1–4]	0.001	2 [1–5]	2 [1–5]	0.660	< 0.001
10. sustain a change over time	2 [1–4]	3 [1–5]	0.841	3 [1–5]	3 [1–5]	0.280	0.284

Values are presented as median [range]. Each statement was assessed on a Likert scale out of a total of 5 points. P values for pre-post comparisons within groups were calculated using the Wilcoxon signed-rank test; P values for between-group comparisons were calculated using the Wilcoxon rank-sum test. Scale: 1-Strongly Disagree, 2-Disagree, 3-Neutral, 4-Agree, 5-Strongly Agree. Select statements were adapted from Mookherjee et al. 2013. Abbreviations: QI quality improvement; SMART specific, measurable, achievable, relevant, time-bound; PDCA Plan-Do-Check-Act
^a Paired scores for the curriculum group were evaluated in 21 students who had complete pre-post data

ISSN: 1472-6920