LAUSR

promotes QI learning and interest in medical students, largely because the education context is one that they can understand more directly than the unexperienced clinical environment. Preliminary analyses have revealed that all of our PRIME participants (n = 25) were able to apply the QI concepts to identify an area for educational improvement, formulate an intervention and articulate a plan for implementation using strategies common in clinical QI. All students reported having an increase in comfort with and understanding of the QI principles. Most importantly, 100% of these students continued their QI training by electing to participate in an applied clinical QI project during clerkship, a huge spike in participation for this type of elective clerkship activity. The most interesting lesson that we have learned in implementing PRIME is that teaching QI concepts through applications in the medical education context has incredible potential to catalyse real improvements in education. Although this simulation is effective in educating students on QI methodologies and inspiring positive attitudes about QI, it is also well positioned to offer the school an efficient, resource-aligned and organised system for exploring internal improvements. In this regard, PRIME has been met with considerable enthusiasm throughout the undergraduate medical school at our institution, including four faculty member-facilitated PRIME projects that train students on QI principles within the contexts of interprofessional education, anatomy, pharmacology and clinical skills education, with the added goal of actually implementing the proposed interventions. Faculty members’ engagement ensures that the interventions implemented are aligned with each curriculum’s overarching objectives. This critical PRIME extension positions us to learn more about the way that this student-engaged approach addresses deficiencies in early QI training, while also promoting rigourous improvement practices within various medical education contexts.