Manuel Jacob Sierra-Díaz, Sixto González-Víllora, Juan Carlos Pastor-Vicedo, Guillermo Felipe López-Sánchez
Can We Motivate Students to Practice Physical Activities and Sports Through Models-Based Practice? A Systematic Review and Meta-Analysis of Psychosocial Factors Related to Physical Education
Frontiers in psychology
quality improvement qi systematic approach improving healthcare delivery applications across fields medicine however exposure qi minimal early medical education evaluated effectiveness elective qi curriculum teaching preclinical health professional students foundational qi concepts prospective controlled cohort study conducted single academic institution elective qi curriculum consisted webbased video didactics exercises supplemented inperson classroom discussions optional hospitalbased qi project offered assessments included pre postintervention surveys evaluating qi skills beliefs attitudes quizzes quality improvement knowledge application toolrevised qikatr cases withingroup prepost betweengroup comparisons performed using descriptive statistics overall 57 preclinical medical physician assistant students participated qi curriculum group n 27 control group n 30 twentythree 85 curriculum students completed qi project mean quiz scores significantly improved curriculum group pre postassessment quiz 1 20 p 0001 quiz 2 17 p 0002 mean differences significantly differed control group quiz 1 p 0001 quiz 2 p 0010 qikatr scores also significantly differed among curriculum group versus controls p 0012 curriculum group students improvements confidence 10 qi skills assessed including 8 significantly improved pre postassessment 4 significant betweengroup differences compared controls students groups agreed medical education would incomplete without qi component likely involved qi projects throughout medical training practice elective qi curriculum effective guiding preclinical students develop qi knowledge base skillset preclinical students value qi integral component medical training future directions involve evaluating impact curriculum clinical clerkship performance across academic institutions