Learning from errors: assessing final year medical students’ reflection on safety improvement, five year cohort study

Tully, Vicki; Murphy, Douglas; Fioratou, Evie; Chaudhuri, Arun; Shaw, James; Davey, Peter

doi:10.1186/s12909-018-1173-7

Cited by 9 publications

(4 citation statements)

References 21 publications

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“…Furthermore, involving parents could also be beneficial to patients undergoing transition. In a review conducted by Tully et al ( 28 , 29 ), coaching parents from children with type I diabetes seemed to be an easy intervention in providing psychosocial support. Although a younger age group was studied, coaching parents of (young) adults with rEC might also be helpful.…”

Section: Discussionmentioning

confidence: 99%

Transition readiness among adolescents with rare endocrine conditions

Alewijk

Davidse

Pellikaan

et al. 2021

Endocrine Connections

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Objective: Adolescents and young adults (AYA) with common endocrine disorders show a high dropout (up to 50%) after the transfer from paediatric to adult endocrinology. Little is known about transition readiness in rare endocrine conditions (rEC). This study aims to assess medical Self-Management Skills (SMS) among AYA with rEC in relation to age and gender, in order to understand dropout and increase transition readiness. Design: Cross-sectional study using web-based medical self-management questionnaires. Methods: Questionnaires consisting of 54 questions in seven domains were filled out by the adolescents before the first shared appointment with both paediatric and adult endocrinologist. Results: Fifty-seven patients (median age 17 y, 25/57 females) participated and generally scored well on most items. However, one out of seven did not know the name of their disorder, one sixth of the glucocorticoid users did not know that dose should be adapted in case of illness or surgery, over one fifth had never ordered their repeat prescriptions themselves and two thirds had never had a conversation alone with their doctor. Conclusions: Several SMS among patients with rEC are insufficient, with regard to medical knowledge, practical skills and communication. As SMS are only weakly related to non-modifiable factors like age and gender, we recommend focussing on other factors to increase transition readiness. The timing, amount and ‘mode’ of medical information should be individualised. Transition checklists should be used to detect shortcomings in practical skills and communication, which can subsequently be trained with the help of parents, caregivers and / or e-technology.

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Section: Discussionmentioning

confidence: 99%

Transition readiness among adolescents with rare endocrine conditions

Alewijk

Davidse

Pellikaan

et al. 2021

Endocrine Connections

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“…This reflective observation on the importance of addressing medical errors improved students’ knowledge and attitudes on patient safety [ 12 ]. In another study, a modified structured method based on reflective practice, the Mayo Evaluation of Reflection on Improvement Tool [ 13 ], proved to be a reliable tool for assessing medical students’ reflection on safety improvement [ 14 ].…”

Section: Reviewmentioning

confidence: 99%

Teaching Quality Improvement: The Use of Education Theories Across the Medical Education Spectrum

Jagpal¹,

Fant²,

Bianchi³

et al. 2022

Cureus

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It is well recognized that the principles and practices of patient safety and quality improvement (QI) need to be included in medical education. The implementation of patient safety and QI learning experiences at the undergraduate medical education (UME) and graduate medical education (GME) levels has been variable. Consistent teaching of QI across the UME-GME-continuing medical education (CME) spectrum may result in a systemic change of improved patient care and patient safety in clinical practice. We propose using education theories to frame the development of QI curricula for a longitudinal integration in medical education and clinical practice. The basic principles of four education theories, namely, reflective practice, deliberate practice, social constructivism, and organizational learning, are briefly described, and examples of their applications to QI teaching are discussed. The incorporation of education theory into the design and implementation of a longitudinal QI curriculum threaded across the UME-GME-CME spectrum may empower learners with a comprehensive and lasting understanding of QI principles and training in patient safety practice, which are essential prerequisites for the formation of a physician workforce capable of creating sustainable change in patient care.

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“…Consequently, reduction in unnecessary risks and preventable harm to a patient is expected during healthcare delivery. To achieve that, involvement of students in the prevention of adverse events and healthcare improvement should be promoted during medical education [ 3 ]. The development of skills, behaviors and attitudes regarding patient protection is of utmost importance for promoting safety culture for the next generation of health professionals [ 4 , 5 , 6 ].…”

Section: Introductionmentioning

confidence: 99%

Quality and Safety in Healthcare for Medical Students: Challenges and the Road Ahead

et al. 2020

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Background: The development of skills, behaviors and attitudes regarding patient safety is of utmost importance for promoting safety culture for the next generation of health professionals. This study describes our experience of implementing a course on patient safety and quality improvement for fourth year medical students in Mexico during the COVID-19 outbreak. The course comprised essential knowledge based on the patient safety curriculum provided by the WHO. We also explored perceptions and attitudes of students regarding patient safety. Methods: Fourth year medical students completed a questionnaire regarding knowledge, skills, and attitudes on patient safety and quality improvement in medical care. The questionnaire was voluntarily answered online prior to and after the course. Results: In total, 213 students completed the questionnaires. Most students were able to understand medical error, recognize failure and the nature of causation, perform root-cause analysis, and appreciate the role of patient safety interventions. Conversely, a disapproving perspective prevailed among students concerning the preventability of medical errors, utility of reporting systems, just culture and infrastructure (p < 0.05). Conclusion: We found students had a positive perspective concerning learning quality in healthcare and patient safety during our course; nevertheless, their perception of the usefulness of reporting systems to prevent future adverse events and prevent medical errors is uncomplimentary. Medical education should promote error reporting and just culture to change the current perception of medical students.

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Learning from errors: assessing final year medical students’ reflection on safety improvement, five year cohort study

Cited by 9 publications

References 21 publications

Transition readiness among adolescents with rare endocrine conditions

Transition readiness among adolescents with rare endocrine conditions

Teaching Quality Improvement: The Use of Education Theories Across the Medical Education Spectrum

Quality and Safety in Healthcare for Medical Students: Challenges and the Road Ahead

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