Effectiveness of an interprofessional patient safety team-based learning simulation experience on healthcare professional trainees

Abstract

BackgroundAlthough the American Council of Graduate Medical Education (ACGME) mandates formal education in patient safety, there is a lack of standardized educational practice on how to conduct patient safety training. Traditionally, patient safety is taught utilizing instructional strategies that promote passive learning such as self-directed online learning modules or didactic lectures that result in suboptimal learning and satisfaction.MethodsDuring the summer of 2015, 76 trainees consisting of internal medicine interns and senior-level nursing students participated in an interactive patient safety workshop that used a flipped classroom approach integrating team based learning (TBL) and interprofessional simulated application exercises.ResultsWorkshop trainees demonstrated an increase in knowledge specifically related to patient safety core concepts on the Team Readiness Assurance Test (TRAT) compared to the Individual Readiness Assurance Test (IRAT) (p = 0.001). Completion rates on the simulation application exercises checklists were high except for a few critical action items such as hand-washing, identifying barriers to care, and making efforts to clarify code status with patient. The Readiness for Interprofessional Learning Scale (RIPLS) subscale scores for Teamwork and Collaboration and Professional Identity were higher on the post-workshop survey compared to the pre-workshop survey, however only the difference in the Positive Professional Identity subscale was statistically significant (p = 0.03). A majority (90%) of the trainees either agreed that the safety concepts they learned would likely improve the quality of care they provide to future patients.ConclusionsThis novel approach to safety training expanded teaching outside of the classroom and integrated simulation and engagement in error reduction strategies. Next steps include direct observation of trainees in the clinical setting for team-based competency when it comes to patient safety and recognition of system errors.

A meta-analysis of students’ readiness assurance test performance with team-based learning

“…Second, various scoring systems were conducted in these collected studies. Some studies used a percentage-based system [ 15 , 18 ], Luetmer, Cloud [ 17 ], while others used other scoring systems [ 16 ]. The SMD was hence used in this meta-analysis to detect differences between the GRAT and IRAT.…”

Implementing and Evaluating a Patient Safety Curriculum for Undergraduate Medical Students using Blackboard

“…In medical education, program reasoning, root cause analysis and application of the research and communication skills of the human factor were generally ignored, those skills are key to patient safety (10) . Modification of WHO patient safety curriculum to be more suitable to fully implemented by blackboard (3) , flipping the classrooms, develop discussion board and interactive lectures, small group discussions and assignments. Author emphasis on active learning through practical exercises that complement the didactic material (10) .…”

“…Hospitalized patients are at risk of suffering an adverse event, and patients on medication have the risk of medication errors and side effects (2) . Although patient safety principles and concepts are required as a critical part of medical education and training, many medical educators are uncertain how best to integrate patient safety training into their programs and curricula (3) . Many countries recognized the importance of educating health-care professionals on the principles and concepts of patient safety.…”

Simulation-Based Virtual-Reality Patient-Specific Rehearsal Prior to Endovascular Procedures: A Systematic Review

“…The aerospace manufacturer’s training is highly specific to the actual planes that the pilots will fly when certified and includes training on the specific routes and airports used [ 1 ]. Inspired by aviation, simulation is incorporated into the healthcare system as a tool to improve skills and increase patient safety [ 3 ]. The benefits of virtual reality simulation training are clearly demonstrated in several surgical fields, but as of yet, these simulations have been based on generic cases rather than focusing on the specific patient [ 4 , 5 , 6 , 7 ].…”