Enhancing generational change in patient safety attitudes through peer leadership

2016 ◽  
Vol 2 (3) ◽  
pp. 87-89 ◽  
Author(s):  
Ramesh L Walpola ◽  
Romano A Fois ◽  
Andrew J McLachlan ◽  
Timothy F Chen
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Peer Leaders ◽  
Safety Education ◽  
Generational Change ◽  
Safety Attitudes ◽  
Open Disclosure ◽  
Patient Safety Education ◽  
The Impact ◽  
Peer Leader

BackgroundDespite peer-led teaching demonstrating benefits in patient safety education, few studies have evaluated these programmes from the perspective of peer leaders.ObjectiveTo evaluate the impact of peer leader participation in a patient safety education workshop in improving their patient safety attitudes.Participants34 final year pharmacy student peer leaders.MethodsAn interactive peer-led patient safety workshop was delivered to 249 first year pharmacy students. Peer leaders' attitudes were assessed 2 months prior to and immediately after peer leader training; and immediately after and 1 month following the workshop. Using a validated patient safety attitudinal survey, repeated measures analysis of variance and pairwise comparisons were used to evaluate changes in four key attitudes over time: being quality improvement focused; internalising errors; questioning more senior healthcare professionals' behaviours; and attitudes towards the open disclosure of errors.ResultsCompared to baseline, peer leaders' attitudes towards open disclosure significantly improved immediately following the workshop (p=0.010) and were sustained after 1 month (p=0.028). Attitudes towards being quality improvement focused also improved significantly 1 month after the workshop (p=0.003).ConclusionsParticipation in a peer-led patient safety education programme benefits both students and peer leaders, enabling further mastery of concepts and enhancing generational change in patient safety practices.

scholarly journals Jump-Starting Faculty Development in Quality Improvement and Patient Safety Education

2019 ◽  
Vol 94 (11) ◽  
pp. 1728-1732 ◽  
Author(s):  
Sandrijn M. van Schaik ◽  
Anna Chang ◽  
Shannon Fogh ◽  
Melissa Haehn ◽  
Audrey Lyndon ◽  
...  
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Faculty Development ◽  
Safety Education ◽  
Patient Safety Education

scholarly journals Medical Students’ Perceptions and Patient Safety Education in China Using the Medical Student Safety Attitudes and Professionalism Survey: Safety attitudes and behavioural intentions

2019 ◽  
Author(s):  
He Liu ◽  
Dandan Yu ◽  
Siqi Zhao ◽  
Shufan Sun ◽  
mingli jiao ◽  
...  
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Cultural Dimensions ◽  
Safety Education ◽  
Safety Attitudes ◽  
Behavioural Intentions ◽  
Course Content ◽  
Student Safety ◽  
Fourth Year Medical Students ◽  
Patient Safety Education

Abstract Background Ensuring patient safety is a top priority among health administrators and in the medical communities of all WHO member countries. This study aimed to assess fourth-year medical students’ perceptions and experiences with cultural factors during clinical rotation to identify the medical school education needed to promote patient safety. Methods A cross-sectional study was conducted on 615 fourth-year medical students at three medical universities in Heilongjiang Province, China, in 2016 using the Medical Student Safety Attitudes and Professionalism Survey (MSSAPS) questionnaire. Chi-squared for contingency tests compared the percentages of agreement to items across schools and regarding overall patient safety, patient safety behavioural intentions and five cultural dimensions. Spearman correlations assessed statistical associations. Results The five cultural dimensions positively and significantly related to perceptions of overall patient safety and patient safety behavioural intentions. Perceptions of patient safety were positive across the three medical schools. Agreement was almost universal with the following statement: ‘We followed standard operating procedures, guidelines, and protocols for the floor’ (99.5%), although 42.8% agreed that ‘A member of my team was rude and disrespectful to a patient or family member’. The respondents’ preferences for course content delivery were academic lecture, teaching in clinical rounds and case studies. The preferred course content was ‘ways to handle clinical risks’, ‘the causes of medical errors and the principles of risk prevention’ and ‘strengthening infection controls and reducing nosocomial infections. Conclusion Fourth-year students seemed willing to learn about this important issue. Policymakers should increase their focus on educational needs based on students’ clinical experiences and their emphasis on organizational problems related to error reporting to establish and implement appropriate patient safety education.

scholarly journals Theory in quality improvement and patient safety education: A scoping review

2021 ◽  
Author(s):  
Joanne Goldman ◽  
Andrea Smeraglio ◽  
Lisha Lo ◽  
Ayelet Kuper ◽  
Brian M. Wong
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Scoping Review ◽  
Learning Theories ◽  
Safety Education ◽  
Eligibility Criteria ◽  
Learning Stage ◽  
Educational Processes ◽  
Eligible Article ◽  
Patient Safety Education

Abstract Introduction Theory plays an important role in education programming and research. However, its use in quality improvement and patient safety education has yet to be fully characterized. The authors undertook a scoping review to examine the use of theory in quality improvement and patient safety education. Methods Eligible articles used theory to inform the design or study of a quality improvement or patient safety curriculum. The authors followed scoping review methodology and searched articles referenced in 20 systematic reviews of quality improvement and patient safety education, or articles citing one of these reviews, and hand searched eligible article references. Data analysis involved descriptive and interpretive summaries of theories used and the perspectives the theories offered. Results Eligibility criteria were met by 28 articles, and 102 articles made superficial mention of theory. Eligible articles varied in professional group, learning stage and journal type. Theories fell into two broad categories: learning theories (n = 20) and social science theories (n = 11). Theory was used in the design (n = 12) or study (n = 17) of quality improvement and patient safety education. The range of theories shows the opportunity afforded by using more than one type of theory. Discussion Theory can guide decisions regarding quality improvement and patient safety education practices or play a role in selecting a methodology or lens through which to study educational processes and outcomes. Educators and researchers should make deliberate choices around the use of theory that relates to aspects of an educational program that they seek to illuminate.

Trainee and Program Director Perceptions of Quality Improvement and Patient Safety Education

2014 ◽  
Vol 53 (13) ◽  
pp. 1248-1254 ◽  
Author(s):  
Ian S. Zenlea ◽  
Amy Billett ◽  
Melissa Hazen ◽  
Daniel B. Herrick ◽  
Mari M. Nakamura ◽  
...  
Keyword(s):  
Patient Safety ◽  
Quality Improvement ◽  
Program Director ◽  
Safety Education ◽  
Patient Safety Education
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