Pilot implementation and evaluation of a national quality improvement taught curriculum for urology residents: Lessons from the United Kingdom

Background: We report the immediate educational impact of a previously developed quality improvement (QI) curriculum for UK urology residents. Materials and methods: Prospective pre/post-training evaluation, using the Kirkpatrick framework: residents’ QI knowledge, skills and attitudes were assessed via standardized assessments. We report descriptive/inferential statistics and scales psychometric analyses. Results: Ninety-eight residents from across the UK provided full datasets. Scale reliability was good (Cronbach-alphas = 0.485–0.924). Residents' subjective knowledge (Mpre = 2.71, SD = 0.787; Mpost = 3.97, SD = 0.546); intentions to initiate QI (Mpre = 3.65, SD = 0.643; Mpost = 4.09, SD = 0.642); attitudes towards doing QI (Mpre = 3.67, SD = 0.646; Mpost = 4.11, SD = 0.591); attitudes towards QI at work (Mpre = 3.80, SD = 0.511; Mpost = 4.00, SD = 0.495); and attitudes towards influencing QI (Mpre = 3.65, SD = 0.482; Mpost = 3.867, SD = 0.473) all improved post-training (all ps < 0.0001). Objective knowledge remained stable (58%–59%, p > 0.05). Residents’ satisfaction was high. Conclusions: Our novel QI training is educationally sound and feasible to deliver. Longitudinal evaluation and scalability are planned.