Abstract
The need to include quality improvement curricula into formal medical education in the United States has been identified and publicized for many years. However, despite awareness of the need for medical learner acquisition of knowledge, skills, and attitudes in the area of quality improvement, there is wide variation in the type and content of curricular material and experiences. Gaps include perceived lack of curricular time, lack of faculty development, organizational barriers, and lack of clinical outcomes data. Research to better understand the gaps, identify solutions to address the gaps, and evidence of improved clinical outcomes are necessary to achieve the level of workforce training needed for developing models of healthcare delivery such as value based care and population health.