Human Error and Patient Safety: Interdisciplinary Course

Wilson, Augustine R.; Fabri, Peter J.; Wolfson, Jay

doi:10.1080/10401334.2012.641482

Cited by 7 publications

(6 citation statements)

References 14 publications

(10 reference statements)

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“…Other common methodological limitations included poor response rates, 19 22 35 40 41 inadequate description of the course 19 39 and/or inadequate reporting of results. 22 28 29 33 Limitations relating to the assessment tools employed are described in the following section.…”

Section: Resultsmentioning

confidence: 99%

The outcomes of recent patient safety education interventions for trainee physicians and medical students: a systematic review

et al. 2015

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ObjectiveTo systematically review the latest evidence for patient safety education for physicians in training and medical students, updating, extending and improving on a previous systematic review on this topic.DesignA systematic review.Data sourcesEmbase, Ovid Medline and PsycINFO databases.Study selectionStudies including an evaluation of patient safety training interventions delivered to trainees/residents and medical students published between January 2009 and May 2014.Data extractionThe review was performed using a structured data capture tool. Thematic analysis also identified factors influencing successful implementation of interventions.ResultsWe identified 26 studies reporting patient safety interventions: 11 involving students and 15 involving trainees/residents. Common educational content included a general overview of patient safety, root cause/systems-based analysis, communication and teamwork skills, and quality improvement principles and methodologies. The majority of courses were well received by learners, and improved patient safety knowledge, skills and attitudes. Moreover, some interventions were shown to result in positive behaviours, notably subsequent engagement in quality improvement projects. No studies demonstrated patient benefit. Availability of expert faculty, competing curricular/service demands and institutional culture were important factors affecting implementation.ConclusionsThere is an increasing trend for developing educational interventions in patient safety delivered to trainees/residents and medical students. However, significant methodological shortcomings remain and additional evidence of impact on patient outcomes is needed. While there is some evidence of enhanced efforts to promote sustainability of such interventions, further work is needed to encourage their wider adoption and spread.

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Section: Resultsmentioning

confidence: 99%

The outcomes of recent patient safety education interventions for trainee physicians and medical students: a systematic review

et al. 2015

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“…Over the past two decades, the patient safety movement has urged hospitals to improve the safety of their practices. 1–4 Although patients are frequently surveyed on the satisfaction of their experiences in hospital, these surveys do not capture information that can be used to improve safety of care. 5 Patients’ own perceptions of the care provided to them is an overlooked yet well-placed resource for understanding the factors responsible for safety of care.…”

Section: Introductionmentioning

confidence: 99%

Older, vulnerable patient view: a pilot and feasibility study of the patient measure of safety (PMOS) with patients in Australia

et al. 2016

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ObjectivesThe UK-developed patient measure of safety (PMOS) is a validated tool which captures patient perceptions of safety in hospitals. We aimed (1) to investigate the extent to which the PMOS is appropriate for use with stroke, acute myocardial infarction (AMI) and hip fracture patients in Australian hospitals and (2) to pilot the PMOS for use in a large-scale, national study ‘Deepening our Understanding of Quality in Australia’ (DUQuA).ParticipantsStroke, AMI and hip fracture patients (n=34) receiving care in 3 wards in 1 large hospital.Methods2 phases were conducted. First, a ‘think aloud’ study was used to determine the validity of PMOS with this population in an international setting, and to make amendments based on patient feedback. The second phase tested the revised measure to establish the internal consistency reliability of the revised subscales, and piloted the recruitment and administration processes to ensure feasibility of the PMOS for use in DUQuA.ResultsOf the 43 questions in the PMOS, 13 (30%) were amended based on issues patients highlighted for improvement in phase 1. In phase 2, a total of 34 patients were approached and 29 included, with a mean age of 71.3 years (SD=16.39). Internal consistency reliability was established using interitem correlation and Cronbach's α for all but 1 subscale. The most and least favourably rated aspects of safety differed between the 3 wards. A study log was categorised into 10 key feasibility factors, including liaising with wards to understand operational procedures and identify patterns of patient discharge.ConclusionsCapturing patient perceptions of care is crucial in improving patient safety. The revised PMOS is appropriate for use with vulnerable older adult groups. The findings from this study have informed key decisions made for the deployment of this measure as part of the DUQuA study.

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“…One of the biggest obstacles to maintaining care quality relates to training of professionals (2) . The present review showed that higher education institutions have made efforts to create innovative curricula that are capable of incorporating patient safety and focused on prevention of mistakes that cause harm to patients, especially those related to HAIs (11)(12)(13)(14)(15)(16)(17)(18)(19) . To achieve this objective, institutions have resorted to instruments that facilitate the learning and retention of this topic, given that the traditional teaching method based on the "see one, do one, teach one" strategy is considered out-of-date, ineffective, Title/Subject category Database/ year Design Interventions Outcomes…”

Section: Discussionmentioning

confidence: 99%

“…Healthcare-associated infections, including their principles, pathogenesis and transmission mechanisms, are part of the curriculum of health-related courses worldwide. Nevertheless, prevention and control of this type of infections as an indicator of quality and safety is little explored, even in medical school in developed countries (18)(19)(20)(21)(22)(23)25) . This is a consequence of overvaluing content that helps develop clinical skills, such as diagnosis, treatment, post-treatment and followup, to the detriment of actions oriented to quality and safety in processes related to patient care (24) .…”

Section: Discussionmentioning

confidence: 99%

“…The literature emphasizes that students' clinical skills and performance are directly influenced by the available teaching resources and the innovations that they represent (11)(12)(13)(14)(15)(16)(17)(18)(19) . Among the most-explored technological tools in the studies, the use of software (11)(12) , on-line modules (13,15,17) and simulated scenarios (14,(18)(19) stood out. These methods are more versatile, and make initial interactions with patients safer, because professors can control and manipulate the conditions they are interested in.…”

Section: Chart 2 (Concluded)mentioning

confidence: 99%

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