Srpski arhiv za celokupno lekarstvo 2012 Volume 140, Issue 7-8, Pages: 489-494
https://doi.org/10.2298/SARH1208489P
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Teaching about quality improvement in specialist training for family medicine in Slovenia
Petek-Šter Marija (Odeljenje za porodičnu medicinu, Medicinski fakultet, Univerzitet u Ljubljani, Ljubljana, Slovenija)
Mihailović Igor (Privatna ordinacija „Igor Mihailović”, Radlje ob Dravi, Slovenija)
Švab Igor (Odeljenje za porodičnu medicinu, Medicinski fakultet, Univerzitet u Ljubljani, Ljubljana, Slovenija)
Kersnik Janko (Odeljenje za porodičnu medicinu, Medicinski fakultet, Univerzitet u Ljubljani, Ljubljana, Slovenija)
Introduction. Quality is a part of curricula in medical schools worldwide. It
has a special position in family medicine, because it follows specific rules
that are adapted to this discipline. Because of its specificities, teaching
quality is even more important to become a part of specialist training
curricula. Objective. Our aim was to describe quality improvement in family
medicine specialist training curriculum in Slovenia and its practical
implications and experiences. Methods. The paper describes the family
medicine specialist training curriculum also including the topic on the ways
quality improvement. Assignments and research protocols are used to enhance
the usage of quality methods in everyday practice. An example of such a
research protocol, developed by one of the trainees, is used to illustrate
the process. Trainees’ evaluations of the quality improvement curriculum are
analyzed. Results. In the quality improvement project, 199 patients with
arterial hypertension younger than 80 years were included. At the first
measurement only 21 patients (10.6%) had their blood pressure within the
recommended level. Six months after the quality improvement intervention 77
patients (38.9%) had controlled their blood pressure, a statistically
significant improvement (p<0.001). Conclusion. Teaching quality in family
medicine must be a generic part of specialist training curriculum. The use of
specific assignments can underpin the necessity to use methods that follow
the principles of modern education. The result of teaching process can be
even measured in actual improvement in the quality of care.
Keywords: quality, education, vocational training