Table 3.
Impact of curriculum on self-assessment of QI skills as measured by average difference in individual scores
| Time | Average individual score | SD of individual score | Difference from pre-curriculum (95% CI) | p value for difference from pre-curriculum |
|---|---|---|---|---|
| Q1: Defining a clear problem statement (goal, aim)* | ||||
| Pre-curriculum | 2.6 | 0.7 | – | – |
| Post-curriculum | 3.0 | 0.5 | 0.4 (0.26, 0.57) | <0.001 |
| Post-project curriculum | 3.1 | 0.5 | 0.5 (0.33, 0.64) | <0.001 |
| Q2: Applying best professional knowledge † | ||||
| Pre-curriculum | 2.4 | 0.7 | – | – |
| Post-curriculum | 2.8 | 0.6 | 0.4 (0.27, 0.56) | <0.001 |
| Post-project curriculum | 3.1 | 0.6 | 0.7 (0.53, 0.86) | <0.001 |
| Q3: Developing appropriate measures ‡ | ||||
| Pre-curriculum | 2.2 | 0.7 | – | – |
| Post-curriculum | 2.8 | 0.6 | 0.6 (0.43, 0.76) | <0.001 |
| Post-project curriculum | 2.9 | 0.6 | 0.7 (0.56, 0.87) | <0.001 |
| Q4: Studying the process of care § | ||||
| Pre-curriculum | 2.2 | 0.7 | – | – |
| Post-curriculum | 2.7 | 0.6 | 0.5 (0.40, 0.73) | <0.001 |
| Post-project curriculum | 2.8 | 0.6 | 0.6 (0.47, 0.76) | <0.001 |
| Q5: Developing a data collection plan consistent with time and resource limitations || | ||||
| Pre-curriculum | 2.2 | 0.7 | – | – |
| Post-curriculum | 2.8 | 0.6 | 0.6 (0.47, 0.80) | <0.001 |
| Post-project curriculum | 3.0 | 0.6 | 0.8 (0.71, 1.02) | <0.001 |
| Q6: Analyzing data ¶ | ||||
| Pre-curriculum | 2.3 | 0.8 | – | – |
| Post-curriculum | 2.7 | 0.7 | 0.4 (0.21, 0.53) | <0.001 |
| Post-project curriculum | 2.7 | 0.7 | 0.4 (0.18, 0.57) | <0.001 |
| Q7: Applying statistical process control** | ||||
| Pre-curriculum | 1.9 | 0.8 | – | – |
| Post-curriculum | 2.5 | 0.9 | 0.6 (0.43, 0.76) | <0.001 |
| Post-project curriculum | 2.5 | 0.7 | 0.6 (0.40, 0.72) | <0.001 |
| Q8: Describing the roles of different professionals in health care improvement †† | ||||
| Pre-curriculum | 2.5 | 0.7 | – | – |
| Post-curriculum | 2.9 | 0.6 | 0.4 (0.33, 0.62) | <0.001 |
| Post-project curriculum | 3.1 | 0.6 | 0.6 (0.50, 0.81) | <0.001 |
| Q9: Implementing a structured plan to test a change ‡‡ | ||||
| Pre-curriculum | 2.2 | 0.7 | – | – |
| Post-curriculum | 2.9 | 0.6 | 0.6 (0.45, 0.76) | <0.001 |
| Post-project curriculum | 3.0 | 0.6 | 0.8 (0.61, 0.94) | <0.001 |
| Q10: Sustaining a change over time §§ | ||||
| Pre-curriculum | 2.2 | 0.7 | – | – |
| Post-curriculum | 2.6 | 0.7 | 0.4 (0.20, 0.52) | <0.001 |
| Post-project curriculum | 2.7 | 0.6 | 0.5 (0.33, 0.67) | <0.001 |
| Average of Q1–Q10 |||| | ||||
| Pre-curriculum | 2.3 | 0.5 | – | – |
| Post-curriculum | 2.8 | 0.5 | 0.5 (0.40, 0.61) | <0.001 |
| Post-project curriculum | 2.9 | 0.4 | 0.6 (0.51, 0.73) | <0.001 |
Abbreviations: SD = standard deviation; CI = confidence interval.
*There was a difference in average individual scores across time (F-statistic = 19.9; df = 2, 104; p <0.001).
†There was a difference in average individual scores across time (F-statistic = 35.5; df = 2, 104; p <0.001).
‡There was a difference in average individual scores across time (F-statistic = 44.7; df = 2, 104; p <0.001).
§There was a difference in average individual scores across time (F-statistic = 37.7; df = 2, 104; p <0.001).
||There was a difference in average individual scores across time (F-statistic = 60.9; df = 2, 104; p <0.001).
¶There was a difference in average individual scores across time (F-statistic = 12.0; df = 2, 104; p <0.001).
**There was a difference in average individual scores across time (F-statistic = 32.2; df = 2, 104; p <0.001).
††There was a difference in average individual scores across time (F-statistic = 36.6; df = 2, 104; p <0.001).
‡‡There was a difference in average individual scores across time (F-statistic = 48.0; df = 2, 104; p <0.001).
§§There was a difference in average individual scores across time (F-statistic = 17.6; df = 2, 104; p <0.001).
||||There was a difference in average individual scores across time (F-statistic = 68.6; df = 2, 104; p <0.001).