Theory in quality improvement and patient safety education: Ascoping review.

Joanne Goldman,Lisha Lo,Brian M Wong,Ayelet Kuper,Andrea Smeraglio

doi:10.1007/s40037-021-00686-5

Abstract

IntroductionTheory plays an important role in education programming and research. However, its use in quality improvement and patient safety education has yet to be fully characterized. The authors undertook a scoping review to examine the use of theory in quality improvement and patient safety education.MethodsEligible articles used theory to inform the design or study of a quality improvement or patient safety curriculum. The authors followed scoping review methodology and searched articles referenced in 20 systematic reviews of quality improvement and patient safety education, or articles citing one of these reviews, and hand searched eligible article references. Data analysis involved descriptive and interpretive summaries of theories used and the perspectives the theories offered.ResultsEligibility criteria were met by 28 articles, and 102 articles made superficial mention of theory. Eligible articles varied in professional group, learning stage and journal type. Theories fell into two broad categories: learning theories (n = 20) and social science theories (n = 11). Theory was used in the design (n = 12) or study (n = 17) of quality improvement and patient safety education. The range of theories shows the opportunity afforded by using more than one type of theory.DiscussionTheory can guide decisions regarding quality improvement and patient safety education practices or play a role in selecting a methodology or lens through which to study educational processes and outcomes. Educators and researchers should make deliberate choices around the use of theory that relates to aspects of an educational program that they seek to illuminate.Supplementary InformationThe online version of this article (10.1007/s40037-021-00686-5) contains supplementary material, which is available to authorized users.

Highlights

Theory plays an important role in education programming and research
Theory was used in the design (n = 12) or study (n = 17) of quality improvement and patient safety education
The articles were limited by having only a cursory description of the theory, with a few words and no further elaboration (ESM, Table S2). Many of these articles (n = 57) referred to experiential and/or active learning, or experiential learning in combination with another theory (n = 21). This scoping review describes the range of learning and social science theories that have been used to design and study Quality improvement and patient safety (QIPS) education, providing insights into the role of theory in QIPS education and future directions

Summary

Introduction

Theory plays an important role in education programming and research. its use in quality improvement and patient safety education has yet to be fully characterized. Over the past 15 years, systematic reviews of QIPS education programs provided useful syntheses of QIPS education [1,2,3,4,5] These reviews summarized target audiences, curricular content, teaching methods, and the positive impact of QIPS education on learners’ knowledge and skills, as well as some evidence of impact on learners’ behaviours and process improvement. They listed learner, faculty, training program and health system. Theory in quality improvement and patient safety education factors that require attention when implementing QIPS education programs While these reviews have shaped education practices, their focus has generally not foregrounded the use of theory. Understanding the ways that theory has informed, and can inform, QIPS education is essential to advancing the field

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