Tabletop Disaster Exercise to Enhance Risk Management Education

Blockchain is the new “buzz” word that has attracted the attention of industries and businesses. It is an innovative technology that provides information exchange in an efficient and transparent manner. It has a wide range of application varying from cryptocurrency, healthcare, risk management, education, financial services, internet of things (IoT), border security to public services. However, security issues and threats of this novel technology is also an important topic. In this chapter, the authors provide a comprehensive study of applications, challenges, and issues and how to combat them in the blockchain. Major areas of concern are security, scalability, cryptocurrency's malicious attacks, etc.

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Institutional Risk Management Education and Consultation (IRMEC): A Jurisprudent Science Perspective

The Journal of Psychiatry & Law ◽

10.1177/009318530703500303 ◽

2007 ◽

Vol 35 (3) ◽

pp. 261-280 ◽

Cited By ~ 1

Author(s):

Thomas G. Gutheil ◽

Eric Y. Drogin ◽

Rohn S. Friedman

Keyword(s):

Risk Management ◽

Clinical Judgment ◽

Forensic Psychiatry ◽

Management Education ◽

Knowledge Bases ◽

Healthcare Organizations ◽

Specific Context ◽

Treatment Interventions ◽

General Medical Practice ◽

Institutional Risk

Institutional Risk Management Education and Consultation (IRMEC) represents an application of the combined knowledge bases of occupational and organizational psychiatry, organizational psychology, and forensic psychiatry and psychology, to the specific context of risk management in hospitals and other healthcare organizations. The two primary dimensions of IRMEC are: (1) evaluation and education with respect to psychiatric risk management; and (2) consultation and education with respect to psychiatric aspects of general medical practice. From a “jurisprudent science” perspective, the “science” underlying IRMEC-based treatment interventions is well founded, its “practice” includes harmonizing institutional policy and clinical judgment, and its “roles” are grounded in traditional sources of ethical guidance for psychiatrists and psychologists.

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Risk Management Education and Disaster Prevention Education

The Annual Report of Educational Psychology in Japan ◽

10.5926/arepj.52.153 ◽

2013 ◽

Vol 52 (0) ◽

pp. 153-161 ◽

Cited By ~ 2

Author(s):

TADAHIRO MOTOYOSHI

Keyword(s):

Risk Management ◽

Management Education ◽

Disaster Prevention ◽

Prevention Education

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Role of Previous Claims and Specialty on the Effectiveness of Risk- Management Education for Office-Based Physicians

Obstetrical & Gynecological Survey ◽

10.1097/00006254-199606000-00010 ◽

1996 ◽

Vol 51 (6) ◽

pp. 345-347 ◽

Cited By ~ 1

Author(s):

Paul R. Frisch ◽

Sara C. Charles ◽

Robert D. Gibbons ◽

Donald Hedeker

Keyword(s):

Risk Management ◽

Management Education

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Mainstreaming Risk Management Education Into New Resident and Fellow Orientation

Journal of Graduate Medical Education ◽

10.4300/jgme-d-10-00143.1 ◽

2011 ◽

Vol 3 (3) ◽

pp. 395-399 ◽

Cited By ~ 2

Author(s):

Eileen T McMyler ◽

Paula T Ross ◽

Kelly A Saran ◽

Anabel Urteaga-Fuentes ◽

Susan G Anderson ◽

...

Keyword(s):

Risk Management ◽

Medical Education ◽

Patient Safety ◽

Management Education ◽

Shared Vision ◽

Patient Death ◽

Safety Issues ◽

Qualitative Survey ◽

Causative Factors ◽

The University

Abstract Introduction Understanding patient safety events and causative factors is an important step in reducing preventable adverse events. The University of Michigan's Graduate Medical Education (GME) Office, Department of Risk Management (DRM), and Office of Clinical Affairs (OCA) collaborated to incorporate a video workshop as a formal introduction to patient safety during orientation for new residents and fellows. This workshop reinforced the importance of effective communication and supervision in patient safety. Methods DRM and OCA produced a video depicting an actual, unanticipated outcome that resulted from a constellation of preventable circumstances, which allows the audience to observe communication and supervision issues that lead to a patient death. The video is followed by a discussion of the patient safety issues seen, why they occurred, and strategies for improvement. Trainee perceptions of the value of the experience were surveyed and collected using a qualitative survey. Results Most responders found the video workshop helpful. Trainees perceived the video and facilitated discussion as an effective way to identify patient safety issues, available resources, and the culture of patient safety at the institution. Conclusion Trainee comments supported the video workshop as an effective way to highlight the importance of communication and supervision in relation to patient safety. In the future, the DRM, OCA, and GME hope to reinforce this shared vision of patient safety through combined educational efforts.

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