Changing medical student attitudes to patient safety: a multicentre study

Abstract

BackgroundAlthough patient safety is becoming widely taught in medical schools, its effect has been less rigorously evaluated. We describe a multicentre study to evaluate student changes in patient safety attitudes using a standardised instrument, the Attitudes to Patient Safety Questionnaire3 (APSQ3).MethodsA patient safety training package designed for medical students was delivered in the first year and second year in four Australian medical schools. It comprises eight face-to-face modules, each of two hours. Seminars start with an interactive introduction using questions, video and role play, followed by small group break-outs to discuss a relevant case study. Groups are led by medical school tutors with no prior training in patient safety. Students and tutors then reassemble to give feedback and reinforce key concepts. Knowledge and attitudes to patient safety were measured using the APSQ3, delivered prior to safety teaching, at the end of the first and second years and 12 months after teaching ceased.ResultsA significant improvement in attitude over time was demonstrated for four of nine key items measured by the APSQ3: value of patient safety teaching; danger of long working hours, value of team work and the contribution patients can make in reducing error. Informal feedback from students was very positive.ConclusionWe showed persistent, positive learning from a patient safety education intervention 12 months after teaching finished. Building on the introduction of patient safety teaching into medical schools, pathways for motivated students such as appropriate electives, option terms and team-based research projects would be of value.

Undergraduate medical students’ attitudes towards medical errors and patient safety: a multi-center cross-sectional study in the Gaza Strip, Palestine

“…Hence, 'theoretical learning' of error causation could contribute to counteract the impact of the 'hidden curriculum'. These findings, underline the need for formal delivery of patient safety contents within the undergraduate curriculum in conjunction with organisational change towards a non-punitive approach to enable medical students and healthcare professionals to learn from medical error [14,55,60,61].…”

“…They also demonstrated significantly more positive views on error reporting, despite the fact that their clinical training had been very similar and delivered by the same teachers in the same facilities. This difference between students from the two universities could be due to the curriculum contents on medical errors at University 2, which included a module on the opportunity errors pose for learning in individuals and organisations [14,17,55,60,61]. Hence, 'theoretical learning' of error causation could contribute to counteract the impact of the 'hidden curriculum'.…”

Is Patient Safety Being Effectively Teached In Medical School?

“…The simulation course was successful in significantly improving key technical and non-technical skills, which would be useful for students during the medical period. In their study 20 , researchers applied a patient safety training package to the first and second year of the medical curriculum at four different schools in Australia. This module was taught in the form of seminars, tutorials, role plays, video clips and questions and answers.…”

Judicialização da saúde: conhecimentos de estudantes de enfermagem, medicina e direito

“…Nota-se que nos últimos 30 anos, houve um aumento no número de processos judiciais relacionados ao direito à saúde, sendo que entre os anos de 2016 e 2017 esse aumento foi de 50% (Paixão, 2019). Assim, uma forma de reduzir o número de ações judiciais ligados à saúde é abordar a temática sobre judicialização em saúde desde a formação dos estudantes de enfermagem, medicina e do direito (Oates et al, 2018;Souza et al, 2018;Wegner et al, 2016), visto que ao discutir questões de judicialização na formação profissional pode contribuir para uma formação em direito mais crítico-reflexiva, com melhor discernimento sobre os processos jurídicos, e uma formação em enfermagem e medicina mais ética e com uma visão mais holística, diminuindo a violação de direitos.…”