What Do I Do When Something Goes Wrong? Teaching Medical Students to Identify, Understand, and Engage in Reporting Medical Errors

Ryder, Hilary F.; Huntington, Jonathan T.; West, Alan N.; Ogrinc, Greg

doi:10.1097/acm.0000000000002872

Cited by 12 publications

(23 citation statements)

References 9 publications

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“…Importantly, students felt better able to identify the role they can play if they observed or participated in an adverse event. 4 Limitations include a small sample size in a single academic institution. Response bias among students interested in QI is likely minimal given the mandatory nature of the session.…”

Section: Discussionmentioning

confidence: 99%

Introduction to Quality Improvement and Systems-Based Practice: a Two-Part Module for Clinical Clerkship Students

et al. 2020

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Section: Discussionmentioning

confidence: 99%

Introduction to Quality Improvement and Systems-Based Practice: a Two-Part Module for Clinical Clerkship Students

et al. 2020

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“…[44][45][46] For assessment purposes, HSS skills can be woven into, for example OSCEs, 47 documented histories and physicals, or as reflection exercises. 48 CDs and their faculty should explicitly emphasize ('label') the intrinsic HSS concepts/skills if students are to meaningfully embrace HSS as part of a new professionalism, 49,50 and to observe that HSS aligns with their (the students') professional identity formation, including advocacy and community engagement.…”

Section: Health Systems Sciencementioning

confidence: 99%

Expectations of and for Clerkship Directors 2.0: A Collaborative Statement from the Alliance for Clinical Education

Morgenstern

Roman

DeWaay

et al. 2021

Teaching and Learning in Medicine

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This article presents an update of the collaborative statement on clerkship directors (CDs), first published in 2003, from the national undergraduate medical education organizations that comprise the Alliance for Clinical Education (ACE). The clerkship director remains an essential leader in the education of medical students on core clinical rotations, and the role of the CD has and continues to evolve. The selection of a CD should be an explicit contract between the CD, their department, and the medical school, with each party fulfilling their obligations to ensure the success of the students, the clerkship and of the CD. Educational innovations and accreditation requirements have evolved in the last two decades and therefore this article updates the 2003 standards for what is expected of a CD and provides guidelines for the resources and support to be provided. In their roles as CDs, medical student educators engage in several critical activities: administration, education/teaching, coaching, advising, and mentoring, faculty development, compliance with accreditation standards, and scholarly activity. This article describes (a) the work products that are the primary responsibility of the CD; (b) the qualifications for the CD; (c) the support structure, resources, and personnel that are necessary for the CD to accomplish their responsibilities; (d) incentives and career development for the CD; and (e) the dedicated time that should be provided for the clerkship and the CD to succeed. Given all that should rightfully be expected of a CD, a minimum of 50% of a full-time equivalent is recognized as appropriate. The complexity and needs of the clerkship now require that at least one full-time clerkship administrator (CA) be a part of the CD's team. To better reflect the current circumstances, ACE has updated its recommendations for institutions and departments to have clear standards for what is expected of the director of a clinical clerkship and have correspondingly clear guidelines as to what should be expected for CDs in the support they are provided. This work has been endorsed by each of the eight ACE member organizations.

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“…Additionally, students gained an understanding of the role they can play if they observe or participate in a future adverse event or systems failure in the hospital. 10 Principles of adult learning theory 30 and Kolb's experiential learning cycle 31 informed our design of the module. Our intention was to support students in learning from their own experiences, actively reflect, and integrate new knowledge and skills into future practice.…”

Section: Faculty Elements To Keepmentioning

confidence: 99%

“…6,9 We wanted to equip them with introductory skills to begin to understand what contributes to errors as well as prepare them to report safety errors and contribute to hospitalwide QI measures in the future. [10][11][12] We also hoped to influence students' attitudes towards QI and patient safety by introducing the concept of just culture and a culture of safety, and helping students shift from blaming individuals for safety incidents to understanding the system factors that may contribute to health care errors and near misses. 13 We report our evaluation of this pilot and next steps for our curriculum development in this publication.…”

Section: Introductionmentioning

confidence: 99%

Identifying and Analyzing Systems Failures: An Interactive, Experiential Learning Approach to Quality Improvement for Clerkship-Level Medical Students

et al. 2021

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Introduction Medical students are positioned to observe, document, and explore opportunities to improve patient safety and quality in their institutions. Medical schools are introducing quality improvement (QI) knowledge and skills in the preclinical classrooms, yet few provide opportunities to apply these tools in the clinical setting. Methods Clerkship students participated in two 1-hour sessions, organized in groups of 12–15 students, led by faculty with QI expertise. The sessions in the module introduced core concepts in QI and patient safety, while drawing on students' own clinical experiences. Students identified a system failure they encountered in their own clinical setting/practice and analyzed contributing factors using the 5 Whys Tool. We evaluated the efficacy of the two-session module with a pre- and postsurvey of students' self-reported change in knowledge, skills, and attitudes. Surveys also assessed students' satisfaction with module content and format. Faculty perspectives were solicited by email. Results In April-May 2019, 59 students at a large US medical school participated. Of students, 73% and 53% completed pre- and postsurveys, respectively. All students submitted a report of an identified systems failure and their analysis of contributing factors. Students' self-rated knowledge and skills increased significantly. Students preferred active engagement compared to passive learning. Students and faculty identified areas for future module improvement. Discussion The educational program was well received and increased students' knowledge and confidence in core concepts of QI and safety. The module addressed the requirement for graduating students to identify safety incidents and contribute to a culture of QI.

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What Do I Do When Something Goes Wrong? Teaching Medical Students to Identify, Understand, and Engage in Reporting Medical Errors

Abstract: Supplemental digital content for Ryder HF, Huntington JT, West A, Ogrinc G. What do I do when something goes wrong? Teaching medical students to identify, understand, and engage in reporting medical errors. Acad Med.

Cited by 12 publications

References 9 publications

Introduction to Quality Improvement and Systems-Based Practice: a Two-Part Module for Clinical Clerkship Students

Introduction to Quality Improvement and Systems-Based Practice: a Two-Part Module for Clinical Clerkship Students

Expectations of and for Clerkship Directors 2.0: A Collaborative Statement from the Alliance for Clinical Education

Identifying and Analyzing Systems Failures: An Interactive, Experiential Learning Approach to Quality Improvement for Clerkship-Level Medical Students

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