Teaching about quality improvement in specialist training for family medicine in Slovenia.

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.