Dataset Information

Realist evaluation of UK medical education quality assurance.

ABSTRACT: Objectives:The aim of the study was to explore what components of the General Medical Council's (GMC) Quality Assurance Framework work, for whom, in what circumstances and how?

Setting:UK undergraduate and postgraduate medical education and training.

Participants:We conducted interviews with a stratified sample of 36 individuals. This included those who had direct experiences, as well as those with external insights, representing local, national and international organisations within and outside medicine.

Intervention:The GMC quality assure education to protect patient and public safety utilising complex intervention components including meeting standards, institutional visits and monitoring performance. However, the context in which these are implemented matters. We undertook an innovative realist evaluation to test an initial programme theory. Data were analysed using framework analysis.

Results:Across components of the intervention, we identified key mechanisms, including transparent reporting to promote quality improvement; dialogical feedback; partnership working facilitating interactions between regulators and providers, and role clarity in conducting proportionate interventions appropriate to risk. The GMC's framework was commended for being comprehensive and enabling a broad understanding of an organisation's performance. Unintended consequences included confusion over roles and boundaries in different contexts which often undermined effectiveness.

Conclusions:This realist evaluation substantiates the literature and reveals deeper understandings about quality assuring medical education. While standardised approaches are implemented, interventions need to be contextually proportionate. Routine communication is beneficial to verify data, share concerns and check risk; however, ongoing partnership working can foster assurance. The study provides a modified programme theory to explicate how education providers and regulators can work more effectively together to uphold education quality, and ultimately protect public safety. The findings have influenced the GMC's approach to quality assurance which impacts on all medical students and doctors in training.

SUBMITTER: Crampton P

PROVIDER: S-EPMC6937024 | biostudies-literature | 2019 Dec

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Realist evaluation of UK medical education quality assurance.

Crampton Paul P Mehdizadeh Leila L Page Michael M Knight Laura L Griffin Ann A

BMJ open 20191229 12

<h4>Objectives</h4>The aim of the study was to explore what components of the General Medical Council's (GMC) Quality Assurance Framework work, for whom, in what circumstances and how?<h4>Setting</h4>UK undergraduate and postgraduate medical education and training.<h4>Participants</h4>We conducted interviews with a stratified sample of 36 individuals. This included those who had direct experiences, as well as those with external insights, representing local, national and international organisati ...[more]

PMID: 31888940

Similar Datasets

Project description:PurposeThe purpose of this study was to develop and test a set of illustrated instructions for effective training for mechanical quality assurance (QA) of medical linear accelerators (linac).MethodsIllustrated instructions were created for mechanical QA and underwent several steps of review, testing, and refinement. Eleven testers with no recent QA experience were then recruited from our radiotherapy department (one student, two computational scientists, and eight dosimetrists). This group was selected because they have experience of radiation therapy but no preconceived ideas about how to do QA. The following parameters were progressively decalibrated on a Varian C-series linac: Group A = gantry angle, ceiling laser position, X1 jaw position, couch longitudinal position, physical graticule position (five testers); Group B = Group A + wall laser position, couch lateral and vertical position, collimator angle (three testers); Group C = Group B + couch angle, wall laser angle, and optical distance indicator (three testers). Testers were taught how to use the linac and then used the instructions to try to identify these errors. An experienced physicist observed each session, giving support on machine operation as necessary.ResultsTesters were able to follow the instructions. They determined gantry, collimator, and couch angle errors within 0.4°, 0.3°, and 0.9° of the actual changed values, respectively. Laser positions were determined within 1 mm and jaw positions within 2 mm. Couch position errors were determined within 2 mm and 3 mm for lateral/longitudinal and vertical errors, respectively. Accessory-positioning errors were determined within 1 mm. Optical distance indicator errors were determined within 2 mm when comparing with distance sticks and 6 mm when using blocks, indicating that distance sticks should be the preferred approach for inexperienced staff.ConclusionsInexperienced users were able to follow these instructions and catch errors within the criteria suggested by AAPM TG-142 for linacs used for intensity-modulated radiation therapy. These instructions are, therefore, suitable for QA training.

Project description:ContextPerson-centeredness is a stated aim for medical education; however, studies suggest this is not being achieved. There is a gap in our understanding of how, why and in what circumstances medical education interventions that aim to develop person-centredness are successful.MethodsA realist review was conducted with a search of Medline, Embase, HMIC and ERIC databases and the grey literature using the terms 'medical education' and 'person-centred' and related synonyms. Studies that involved a planned educational intervention in medical education with data on outcomes related to person-centredness were included. The analysis focused on how and why different educational strategies interact with biomedical learner perspectives to trigger mechanisms that may or may not lead to a change in perspective towards person-centredness.ResultsSixty-one papers representing fifty-three interventions were included in the final synthesis. Nine context-intervention-mechanism-outcome configuration (CIMOc) statements generated from the data synthesis make up our refined programme theory. Where educational interventions focused on communication skills learning or experiences without person-centred theory, learners experienced dissonance with their biomedical perspective which they resolved by minimising the importance of the learning, resulting in perspective endurance. Where educational interventions applied person-centred theory to meaningful experiences and included support for sense making, learners understood the relevance of person-centeredness and felt able to process their responses to learning, resulting in perspective transformation towards person-centredness.ConclusionOur findings offer explanations as to why communication skills-based interventions may be insufficient to develop learners' person-centredness. Integrating experiential person-centred learning with theory on why person-centredness matters to clinical practice and enabling learners to make sense of their responses to learning, may support perspective transformation towards person-centredness. Our findings offer programme and policymakers testable theory to inform the development of medical education strategies that aim to support person-centredness.

Dataset Information

Realist evaluation of UK medical education quality assurance.

Publications

Realist evaluation of UK medical education quality assurance.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets