Medical student reflections and learning from completing a clinical audit: Gains for the health system

Rochelle Hine; Bernadette Ward; Casey Stubbs; Jennifer Casey; Basia Diug; Megan Wallace

doi:10.11157/fohpe-vol26iss2id869

Authors

Rochelle Hine Monash University, Australia
Bernadette Ward Monash University, Australia
Casey Stubbs Monash University, Australia
Jennifer Casey Monash University, Australia
Basia Diug Monash University, Australia
Megan Wallace Monash University, Australia

DOI:

https://doi.org/10.11157/fohpe-vol26iss2id869

Keywords:

evidence-based practice, quality improvement, workforce development, reflection, medical education

Abstract

Introduction: The exponential growth in healthcare knowledge, accreditation and professional development frameworks has increased an emphasis on quality assurance/improvement (QA/I). Today’s medical practitioners lead and engage in the design and implementation of healthcare monitoring and QA/I initiatives. For undergraduate medical students, QA/I scholarly placements may have dual benefits. While teaching scholarly skills in an applied context, they simultaneously support healthcare services to complete clinical audits, monitoring progress towards meeting health service quality and safety targets. This study examined the role of QA/I scholarly concentrations (SC) in developing medical students’ scholarly skills.

Methods: Data comprised written reflections focusing on students’ experiences and learning. Of the 405 SC projects conducted to meet the requirements of the Monash medical program, clinical audits that met the inclusion criteria were completed by 20 final-year medical students. Qualitative content analysis was used to examine student experiences, specifically how students’ knowledge, skills and attitudes towards scholarly work were influenced by undertaking a QA/I SC. A deliberate practice approach provided the theoretical framework for analysis.

Results: Six themes were identified: (1) appreciation for the role and significance of QA/I activities, (2) the multidisciplinary team context, (3) valuing documentation, (4) personal challenges and growth, (5) the role of literature reviews in evidence-based medicine and (6) student satisfaction. Students’ understanding of the importance of clinical audits was improved and technical skills were acquired through receiving timely feedback.

Conclusion: QA/I SCs may provide opportunities for developing scholarly skills while embedding evidence-based practice, multidisciplinary collaboration and critical thinking to build the capacity of the medical workforce and inform clinical policy, guidelines and practice.

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