scholarly journals Characterizing Resident Preferences for Faculty Involvement and Support in Disclosing Medical Errors to Patients

2018 ◽  
Vol 10 (4) ◽  
pp. 394-399 ◽  
Author(s):  
Narendra Singh ◽  
Brian M. Wong ◽  
Lynfa Stroud
Keyword(s):  
Medical Errors ◽  
Response Rate ◽  
Faculty Support ◽  
Faculty Involvement ◽  
Error Type ◽  
Residency Programs ◽  
Personal Support ◽  
University Of Toronto ◽  
Error Disclosure ◽  
The University

ABSTRACT Background  Residents may be commonly involved with medical errors and need faculty support when disclosing these to patients. Objective  We characterized residents' preferences for faculty involvement and support during the error disclosure process. Methods  We surveyed residents from internal medicine, pediatrics, emergency medicine, general and orthopedic surgery, and obstetrics and gynecology residency programs at the University of Toronto in 2014–2015 about their preferences for faculty involvement across a variety of different error scenarios (ie, error type, severity, and proximity) and for elements of support they perceive to be most helpful during the disclosure process. Results  Over 90% of the 192 respondents (N = 538, response rate 36%) wanted direct involvement in the error disclosure process, irrespective of type or severity of the error. Residents were relatively comfortable disclosing prescription and communication errors without direct faculty involvement but preferred faculty involvement when disclosing diagnostic and management errors. When errors were severe, many residents still wanted to be involved but preferred having faculty lead the disclosure. Residents particularly wanted to participate in the process when they felt responsible for the error. Residents highly valued receiving faculty advice on how to manage consequences and how to prevent future errors in preparing for disclosure, as well as receiving postdisclosure feedback and personal support. Conclusions  Residents are willing participants in the error disclosure process and have specific preferences for faculty involvement and support. These findings can inform faculty development to ensure appropriate support and supervision for residents when disclosing errors to patients.

Mandatory Training in Geriatric Psychiatry: Can Programs Deliver the Goods?

1994 ◽  
Vol 39 (9) ◽  
pp. 523-525 ◽  
Author(s):  
Nathan Herrmann
Keyword(s):  
Response Rate ◽  
Training Programs ◽  
Geriatric Psychiatry ◽  
Patient Contact ◽  
Psychiatry Residents ◽  
University Of Toronto ◽  
General Psychiatry ◽  
Mandatory Training ◽  
Contact Hours ◽  
The University

There have been a number of recent attempts to establish guidelines and curricula for training of general psychiatry residents in geriatric psychiatry. However, concerns have arisen as to whether or not many training programs have the resources necessary to train residents using these guidelines. In an attempt to deterrmine how closely training guidelines are adhered to, the Division of Geriatric Psychiatry at the University of Toronto anonymously surveyed all general psychiatry residents completing their mandatory training in geriatric psychiatry between June 1992 and July 1993 (N = 30). The supervisors of these residents were surveyed anonymously as well (N = 15). The response rate was 83% for the residents and 80% for staff. In general, the training guidelines were closely adhered to except possibly for the required number of patient contact hours per week. The author concludes that when training guidelines are developed which include consideration of appropriate program resources and the number of residents required to train, residents and supervisors adhere closely to these guidelines.

scholarly journals Disclosure of Medical Errors: A Literature Review and the Situation in Turkey

2018 ◽  
Vol 02 (01) ◽  
pp. 1850003 ◽  
Author(s):  
Gülkızılca Yürür ◽  
Kristel P. Ramirez Valdez
Keyword(s):  
Medical Errors ◽  
Medical Error ◽  
Pay For Performance ◽  
Care Delivery ◽  
Healthcare Delivery ◽  
Performance Incentives ◽  
University Environment ◽  
Clinical Encounters ◽  
Error Disclosure ◽  
The University

Evaluating the efficacy and accuracy of clinical reasoning and distinguishing between complications and medical errors is a difficult task. However, it seems to be an even more difficult task to provide models for systematically reporting and reducing those errors through improvements in the entire web of healthcare delivery.The report “To Err Is Human: Building a Safer Health System” published in 1999 highlighted the importance of patient safety and proposed some interventions. However, a follow up by the authors of the report in 2005 stated that progress in matters of safer care delivery and improved communications was slow. The interventions proposed include “pay for performance” incentives, implementation of electronic health records, diffusion of safe practices and team training for full disclosure of medical errors to patients following injury.As patients increasingly are consumers, customers and regulatory actors in their own healthcare, it becomes harder to hide medical mistakes in clinical encounters. Explaining why and how the medical error happened, giving informed assurance that the mistake will be avoided in the future and offering sincere apologies to patients and families are skills that need to be taught to medical students as early as the undergraduate level. Those skills are very difficult to teach in the university environment and would be learned more effectively with years of experience. However, structured educational programs focusing in the necessity and components of a good medical error disclosure would improve awareness in the importance of an effective and honest doctor–patient relationship.In this review paper, we compare international literature and examples from Turkey with regard to disclosure of medical errors. The Turkish literature on malpractice cases is rich and most of them point out that medical errors occur because of heavy workloads, insufficient infrastructure and lack of high quality medical education. However, the lack of any papers on medical disclosure to patients in Turkey seems to point out to the big communication gap between patients and doctors, among other reasons. We will address some of the reasons for such lack in Turkey and present recommendations about how to disclose medical errors to patients such as implementation of electronic medical error disclosure systems, education and training, and legislation.

Development of the University of Toronto Skull Base Inventory (UT-SBI) Quality-of-Life Questionnaire

Skull Base ◽  
2009 ◽  
Vol 19 (03) ◽  
Author(s):  
John de Almeida ◽  
Allan Vescan ◽  
Jolie Ringash ◽  
Patrick Gullane ◽  
Fred Gentili ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Skull Base ◽  
Life Questionnaire ◽  
Quality Of Life Questionnaire ◽  
University Of Toronto ◽  
The University

Disruptive innovation and operationalization in local and sustainable food systems: Examining the University of Toronto-Local Food Plus partnership

2019 ◽  
Vol 6 (1) ◽  
pp. 120-139
Author(s):  
Lori Stahlbrand
Keyword(s):  
Food Systems ◽  
Large Scale ◽  
Food System ◽  
Local Food ◽  
Disruptive Innovation ◽  
Government Support ◽  
Sustainable Food ◽  
University Of Toronto ◽  
The University

This paper traces the partnership between the University of Toronto and the non-profit Local Food Plus (LFP) to bring local sustainable food to its St. George campus. At its launch, the partnership represented the largest purchase of local sustainable food at a Canadian university, as well as LFP’s first foray into supporting institutional procurement of local sustainable food. LFP was founded in 2005 with a vision to foster sustainable local food economies. To this end, LFP developed a certification system and a marketing program that matched certified farmers and processors to buyers. LFP emphasized large-scale purchases by public institutions. Using information from in-depth semi-structured key informant interviews, this paper argues that the LFP project was a disruptive innovation that posed a challenge to many dimensions of the established food system. The LFP case study reveals structural obstacles to operationalizing a local and sustainable food system. These include a lack of mid-sized infrastructure serving local farmers, the domination of a rebate system of purchasing controlled by an oligopolistic foodservice sector, and embedded government support of export agriculture. This case study is an example of praxis, as the author was the founder of LFP, as well as an academic researcher and analyst.

Buddhist, a Christian, and an Atheist Walk into a Classroom

2013 ◽  
Vol 42 (3) ◽  
pp. 37-42
Author(s):  
Ken Derry
Keyword(s):  
First Year ◽  
Specific Relation ◽  
University Of Toronto ◽  
Central Focus ◽  
The University

Although none of the articles in this issue on the topic of religion and humor are explicitly about teaching, in many ways all of them in fact share this central focus. In the examples discussed by the four authors, humor is used to deconstruct the category of religion; to comment on the distance between orthodoxy and praxis; to censure religion; and to enrich traditions in ways that can be quite self-critical. My response to these articles addresses each of the above lessons in specific relation to experiences I have had in, and strategies I have developed for, teaching a first-year introductory religion course at the University of Toronto.

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

Sign in / Sign up

Export Citation Format

Share Document