The Patient Safety Curriculum for Undergraduate Medical Students as a First Step Toward Improving Patient Safety

Myung, Sun Jung; Shin, Jwa Seop; Kim, Ji Hyung; Roh, HyeRin; Kim, Yoon; Kim, Jeongeun; Lee, Sang Il; Lee, Jae Ho; Kim, Suk Wha

doi:10.1016/j.jsurg.2012.04.012

Cited by 38 publications

(33 citation statements)

References 16 publications

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“…Of the 19 articles undergoing independent full-text assessment for inclusion, ten were excluded on the grounds of not meeting the full inclusion criteria (Anderson et al, 2009;Dudas et al, 2011;Hall et al, 2010;Kiesewetter and Fischer, 2015;Leung and Patil, 2010;Martinou et al, 2015;Meier et al, 2012;Myung et al, 2012;Robertson et al, 2010;Stahl et al, 2011). The reasons for all of the exclusions at this stage were related to not describing a non-technical skills assessment, but instead a limited outcome measure focussed on verifying the education delivered within these primary studies.…”

Section: Search Resultsmentioning

confidence: 99%

Non-technical skills assessments in undergraduate medical education: A focused BEME systematic review: BEME Guide No. 54

et al. 2019

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Background Many medical schools have implemented curricula to teach non-technical skills, a personal set of complex social and cognitive skills which are grounded in human factors safety industries in and out of health. Consensus on how to assess these skills is lacking. This systematic review aimed to evaluate the evidence regarding non-technical skills assessments in undergraduate medical education, to describe the tools used, learning outcomes and the validity, reliability and psychometrics of the instruments. Given the discrete context, a focussed review model is being deployed. Methods Studies describing assessment methods as either the focus of the study or having non-technical skills assessment as an outcome measure of the research were considered. A standardized search of online databases was conducted and consensus reached on included studies. Data extraction, quality assessment and content analysis were conducted per Best Evidence in Medical Education guidelines. Results Nine papers met the inclusion criteria. Assessment methods broadly fell into three categories: simulated clinical scenarios, objective structured clinical examinations, and questionnaires or written assessments. Details of methodology were synthesised to support readers developing their own materials. Tools to assess non-technical skills were often developed locally, in 4 response to specific educational interventions, without reference to conceptual frameworks. Consequently, the tools were rarely validated, limiting dissemination and replication. The majority of studies achieved outcomes modifying knowledge and skills of participants. Two studies resulted in behavioural change and one resulted in change in practice. Conclusions There were clear themes in content and broad categories in methods of assessments employed, with the OSCE identified as most able to assess multiple related skills at once. The quality of this evidence was poor due to lack of theoretical underpinning, with most assessments not part of normal process, but rather produced as a specific outcome measure for a teaching based study. Data on validity, reliability and learning outcomes was not available so these questions cannot be addressed at this time. Whilst the current literature forms a good starting position for educators developing materials, there is a need for future work to address these weaknesses as such tools are required across health education.

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Section: Search Resultsmentioning

confidence: 99%

Non-technical skills assessments in undergraduate medical education: A focused BEME systematic review: BEME Guide No. 54

et al. 2019

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“…Needless to say, provision of educational courses in patient safety for health profession students will not only improve their capability in assisting patient safety but also equip them to play their professional roles better. 10 Considering that the nurses, as the largest group of health care providers, are in the best position to improve patient safety, the educational programs of nurse students during their professional education are important. 5 Thus, on the whole, the integration of topics recommended by the WHO in the curriculum of health profession students possibly can improve their understanding of the concept of patient safety, as a cornerstone of high-quality health care, and the performance of their clinical practice.…”

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confidence: 99%

Patient Safety: An Important yet Neglected Issue in Nursing Education

Ranjbar

Zeydi²

2018

J Patient Saf

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“…A large number of attendees stated that such education should be started in the first few years and be continued through all levels of education, with more emphasis in the later years (Sandars, Bax, Mayer, Wass& Vickers, 2007). In agreement with this, Myung et al (2012) also reported that medical students should be aware of and demonstrate the appropriate PS skills early on in medical school and that this behaviour should be inculcated and encouraged throughout their professional education.…”

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confidence: 85%

Patient Safety in Undergraduate Curriculum: Medical Students’ Self-Rating of Knowledge and Preferred Methods of Learning

Almansour¹,

Gammon²

2016

IJHS

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Background: Educating medical professionals at all levels, including during their undergraduate degree courses, is one way of improving the quality of healthcare and enhancing patient safety (PS). Despite the growing demand for quality and safety topics in medical curricula, in Saudi undergraduate medical education, these areas are not yet formally included. Methodology: This is a descriptive study that employed a survey method and had a quantitative cross-sectional design. The objective was to obtain students' self-ratings of knowledge regarding PS and medical errors and to identify their preferred methods of learning at a medical school in Saudi Arabia before their internships. Students from years three and four were used as a sample, with a total number of 310 students selected. The data collection tool was a web-based, self-reported questionnaire sent to the students via Survey Monkey, which was also used to descriptively analyse the collected data. Results: Ninety-seven students participated in the study. The students' self-rating of knowledge suggested that they had a medium to high level of knowledge about the theoretical questions related to 'different types of error', 'factors contributing to error' and 'factors are influencing PS'. However, they had a medium to low level knowledge about practical elements, including 'speaking up about errors' and 'error reporting'. Conclusion: This survey demonstrated broad student support for incorporating topics related to PS in their study programme. More studies should be conducted in the future to gather more information to help develop and evaluate such programmes.

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The Patient Safety Curriculum for Undergraduate Medical Students as a First Step Toward Improving Patient Safety

Cited by 38 publications

References 16 publications

Non-technical skills assessments in undergraduate medical education: A focused BEME systematic review: BEME Guide No. 54

Non-technical skills assessments in undergraduate medical education: A focused BEME systematic review: BEME Guide No. 54

Patient Safety: An Important yet Neglected Issue in Nursing Education

Patient Safety in Undergraduate Curriculum: Medical Students’ Self-Rating of Knowledge and Preferred Methods of Learning

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