See one, do one, teach one: a flipped classroom to make quality improvement experiential in surgical residency

We aimed to improve resident knowledge and engagement in quality improvement by developing a longitudinal experiential curriculum for all years of residency. develop flipped classroom which content teaching happened prior each session via short instructional videos the author team created, maximize learner–faculty interactions around QI applications real-world problems. Five 70-min interactive flipped-classroom sessions were devoted over 12-month period. To evaluate effect on knowledge, we used previously validated tools assess skills knowledge. both Quality Improvement Knowledge Assessment Tool (QIKAT) self-assessment questionnaire proficiency. The study was conducted at large academic quaternary care center. All residents Department Surgery an institution involved attending surgical education regularly scheduled time. Two distinct projects developed implemented through curriculum. These successful locally generated productivity residents. found increase qualities statistically significant domains skills. Using QIKAT, non-statistically after intervention. has been engaging annual basis, improving persisted official residency schedule past its inaugural year.