1996/09/01 by Greg Ogrinc, Gail Armstrong, Gail E. Armstrong +5 · 3 citations
Energy · Health Professions · Social Sciences · #Global Energy Security and Policy #Health Policy Implementation Science #Health Sciences Research and Education #Health and Conflict Studies #Primary Care and Health Outcomes #Russia and Soviet political economy
paper · doi:10.1097/acm.0000000000002750
openalex publication_date 1996/09/01 · openalex created_date 2016/06/24 · openalex updated_date 2026/04/28
The SQUIRE 2.0 (Standards for QUality Improvement Reporting Excellence) guidelines were published in 2015 to increase the completeness, precision, and transparency of published reports about efforts to improve the safety, value, and quality of health care. The principles and methods applied in work to improve health care are often applied in educational improvement as well. In 2016, a group was convened to develop an extension to SQUIRE that would meet the needs of the education community. This article describes the development of the SQUIRE-EDU extension over a three-year period and its key components. SQUIRE-EDU was developed using an international, interprofessional advisory group and face-to-face meeting to draft initial guidelines; pilot testing of a draft version with nine authors; and further revisions from the advisory panel with a public comment period. SQUIRE-EDU emphasizes three key components that define what is necessary in systematic efforts to improve the quality and value of health professions education. These are a description of the local educational gap; consideration of the impacts of educational improvement to patients, families, communities, and the health care system; and the fidelity of the iterations of the intervention. SQUIRE-EDU is intended for the many and complex range of methods used to improve education and education systems. These guidelines are projected to increase and standardize the sharing and spread of iterative innovations that have the potential to advance pedagogy and occur in specific contexts in health professions education.