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

Table 4 Quality Improvement-Related Beliefs and Attitudes

	Curriculum Group^a			Control Group			Overall
Statement	Initial	Final	P	Initial	Final	P	P
1. My medical education would be incomplete without a QI component.	4 [3–5]	4 [2–5]	0.520	4 [2–5]	4 [2–5]	0.059	0.582
2. I am likely to be involved in QI/PS projects throughout my medical training.	4 [3–5]	4 [2–5]	0.256	4 [1–5]	4 [2–5]	1.000	0.257
3. I am likely to be involved in QI/PS projects when in practice.	4 [3–5]	4 [3–5]	0.057	4 [2–5]	4 [2–5]	0.080	0.006
4. QI/PS will be a core component of my career as a physician.	4 [3–5]	4 [2–5]	0.145	4 [2–5]	4 [1–5]	0.218	0.047
5. My medical school should require QI/PS as part of its curriculum.	4 [3–5]	4 [3–5]	0.644	4 [2–5]	4 [1–5]	0.007	0.262

Values 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, QI/PS quality improvement/patient safety
^a Paired scores for the curriculum group were evaluated in 21 students who had complete pre-post data

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