Patient safety: Helping medical students understand error in healthcare

Rona Patey, Rhona Flin, Brian H. Cuthbertson, Louise MacDonald, Kathryn Mearns, Jennifer Cleland, David Williams

Research output: Contribution to journalArticle

95 Citations (Scopus)

Abstract

Objective: To change the culture of healthcare organisations and improve patient safety, new professionals need to be taught about adverse events and how to trap and mitigate against errors. A literature review did not reveal any patient safety courses in the core undergraduate medical curriculum. Therefore a new module was designed and piloted.

Design: A 5-h evidence-based module on understanding error in healthcare was designed with a preliminary evaluation using self-report questionnaires.

Setting: A UK medical school.

Participants: 110 final year students.

Measurements and main results: Participants completed two questionnaires: the first questionnaire was designed to measure students' self-ratings of knowledge, attitudes and behaviour in relation to patient safety and medical error, and was administered before and approximately 1 year after the module; the second formative questionnaire on the teaching process and how it could be improved was administered after completion of the module.

Conclusions: Before attending the module, the students reported they had little understanding of patient safety matters. One year later, only knowledge and the perceived personal control over safety had improved. The students rated the teaching process highly and found the module valuable. Longitudinal follow-up is required to provide more information on the lasting impact of the module.

Original languageEnglish
Pages (from-to)256-259
Number of pages4
JournalMedical Education
Volume16
Issue number4
DOIs
Publication statusPublished - Aug 2007

Keywords

  • curriculum
  • management

Cite this

Patey, R., Flin, R., Cuthbertson, B. H., MacDonald, L., Mearns, K., Cleland, J., & Williams, D. (2007). Patient safety: Helping medical students understand error in healthcare. Medical Education, 16(4), 256-259. https://doi.org/10.1136/qshc.2006.021014

Patient safety : Helping medical students understand error in healthcare. / Patey, Rona; Flin, Rhona; Cuthbertson, Brian H.; MacDonald, Louise; Mearns, Kathryn; Cleland, Jennifer; Williams, David.

In: Medical Education, Vol. 16, No. 4, 08.2007, p. 256-259.

Research output: Contribution to journalArticle

Patey, R, Flin, R, Cuthbertson, BH, MacDonald, L, Mearns, K, Cleland, J & Williams, D 2007, 'Patient safety: Helping medical students understand error in healthcare', Medical Education, vol. 16, no. 4, pp. 256-259. https://doi.org/10.1136/qshc.2006.021014
Patey, Rona ; Flin, Rhona ; Cuthbertson, Brian H. ; MacDonald, Louise ; Mearns, Kathryn ; Cleland, Jennifer ; Williams, David. / Patient safety : Helping medical students understand error in healthcare. In: Medical Education. 2007 ; Vol. 16, No. 4. pp. 256-259.
@article{991683fcb5a44ee891e135b317bbfbf4,
title = "Patient safety: Helping medical students understand error in healthcare",
abstract = "Objective: To change the culture of healthcare organisations and improve patient safety, new professionals need to be taught about adverse events and how to trap and mitigate against errors. A literature review did not reveal any patient safety courses in the core undergraduate medical curriculum. Therefore a new module was designed and piloted. Design: A 5-h evidence-based module on understanding error in healthcare was designed with a preliminary evaluation using self-report questionnaires. Setting: A UK medical school. Participants: 110 final year students. Measurements and main results: Participants completed two questionnaires: the first questionnaire was designed to measure students' self-ratings of knowledge, attitudes and behaviour in relation to patient safety and medical error, and was administered before and approximately 1 year after the module; the second formative questionnaire on the teaching process and how it could be improved was administered after completion of the module. Conclusions: Before attending the module, the students reported they had little understanding of patient safety matters. One year later, only knowledge and the perceived personal control over safety had improved. The students rated the teaching process highly and found the module valuable. Longitudinal follow-up is required to provide more information on the lasting impact of the module.",
keywords = "curriculum, management",
author = "Rona Patey and Rhona Flin and Cuthbertson, {Brian H.} and Louise MacDonald and Kathryn Mearns and Jennifer Cleland and David Williams",
year = "2007",
month = "8",
doi = "10.1136/qshc.2006.021014",
language = "English",
volume = "16",
pages = "256--259",
journal = "Medical Education",
issn = "0308-0110",
publisher = "WILEY-BLACKWELL",
number = "4",

}

TY - JOUR

T1 - Patient safety

T2 - Helping medical students understand error in healthcare

AU - Patey, Rona

AU - Flin, Rhona

AU - Cuthbertson, Brian H.

AU - MacDonald, Louise

AU - Mearns, Kathryn

AU - Cleland, Jennifer

AU - Williams, David

PY - 2007/8

Y1 - 2007/8

N2 - Objective: To change the culture of healthcare organisations and improve patient safety, new professionals need to be taught about adverse events and how to trap and mitigate against errors. A literature review did not reveal any patient safety courses in the core undergraduate medical curriculum. Therefore a new module was designed and piloted. Design: A 5-h evidence-based module on understanding error in healthcare was designed with a preliminary evaluation using self-report questionnaires. Setting: A UK medical school. Participants: 110 final year students. Measurements and main results: Participants completed two questionnaires: the first questionnaire was designed to measure students' self-ratings of knowledge, attitudes and behaviour in relation to patient safety and medical error, and was administered before and approximately 1 year after the module; the second formative questionnaire on the teaching process and how it could be improved was administered after completion of the module. Conclusions: Before attending the module, the students reported they had little understanding of patient safety matters. One year later, only knowledge and the perceived personal control over safety had improved. The students rated the teaching process highly and found the module valuable. Longitudinal follow-up is required to provide more information on the lasting impact of the module.

AB - Objective: To change the culture of healthcare organisations and improve patient safety, new professionals need to be taught about adverse events and how to trap and mitigate against errors. A literature review did not reveal any patient safety courses in the core undergraduate medical curriculum. Therefore a new module was designed and piloted. Design: A 5-h evidence-based module on understanding error in healthcare was designed with a preliminary evaluation using self-report questionnaires. Setting: A UK medical school. Participants: 110 final year students. Measurements and main results: Participants completed two questionnaires: the first questionnaire was designed to measure students' self-ratings of knowledge, attitudes and behaviour in relation to patient safety and medical error, and was administered before and approximately 1 year after the module; the second formative questionnaire on the teaching process and how it could be improved was administered after completion of the module. Conclusions: Before attending the module, the students reported they had little understanding of patient safety matters. One year later, only knowledge and the perceived personal control over safety had improved. The students rated the teaching process highly and found the module valuable. Longitudinal follow-up is required to provide more information on the lasting impact of the module.

KW - curriculum

KW - management

U2 - 10.1136/qshc.2006.021014

DO - 10.1136/qshc.2006.021014

M3 - Article

VL - 16

SP - 256

EP - 259

JO - Medical Education

JF - Medical Education

SN - 0308-0110

IS - 4

ER -