Programmatic Assessment of a Comprehensive Quality Improvement Curriculum in an Otolaryngology Residency

Otolaryngol Head Neck Surg. 2016 Nov;155(5):729-732. doi: 10.1177/0194599816654685. Epub 2016 Jun 14.


To date, there is minimal literature discussing quality improvement curricula in otolaryngology. Herein, we present our program, including didactic, web-based, and experiential learning, developed in the setting of a preexisting institutional quality and safety policy. Nine otolaryngology residents were evaluated with assessments focused on learner satisfaction, learner attitudes, and knowledge acquisition according to the Kirkpatrick framework. Wilcoxon signed-rank test was used to compare results. While the total score increased across all assessments, it was significant for only the Quality Improvement Knowledge Application Tool Revised (P < .05). We find our initial learning outcomes encouraging and hope that our comprehensive curriculum can serve as a resource to other programs, which can be adapted to fit within the context of variable training environments. Furthermore, it is imperative to consider continuous assessment and refinement of any educational program, using the same quality improvement principles that we endeavor to teach.

Keywords: assessment; curriculum; education; patient safety; practice-based learning and improvement; program; quality; quality improvement; residency; systems-based practice.

MeSH terms

  • Adult
  • Curriculum*
  • Education, Medical, Graduate*
  • Educational Measurement
  • Female
  • Humans
  • Internship and Residency*
  • Male
  • Otolaryngology / education*
  • Patient Safety
  • Program Evaluation
  • Quality Improvement / standards*
  • United States