부산대학교 도서관

Quality Improvement (QI) methodologies may represent valuable, yet under-used, approaches that complement education research and evaluation. In the field of health professions education, we have benefited from a wide range of research and evaluation approaches to deepen and extend our understanding of learning.1,2 Each of these has a distinct purpose, emphasising various educational aspects, processes and outcomes. There are many such frameworks used in QI, with the Model for Improvement and its associated Plan-Do-Study-Act or PDSA cycles being one that is commonly used.4 QI efforts often focus on system-level change, recognising the significance of organisational, political and regulatory processes and structures for driving improvement. [Extracted from the article]