Changing and sustaining medical students' knowledge, skills, and attitudes about patient safety and medical fallibility
Changing and sustaining medical students' knowledge, skills, and attitudes about patient safety and medical fallibility
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DOI：
10.1097/00001888-200601000-00022
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发表时间：
2006-01-01
影响因子：
7.4
通讯作者：
Anderson, T
中科院分区：
文献类型：
--
作者：
Madigosky, WS;Headrick, LA;Anderson, T
目的研究2003- 2004年密苏里大学-哥伦比亚医学院二年级医学生参加病人安全和医疗易错性课程的效果。方法学生在课程开始前、结束学习后和一年后分别填写知识、技能和态度问卷。配对差异的95%置信区间（Cl）评估随时间的变化。在一年，学生还回答了他们使用的课程，错误报告和披露experiences.Results五十三92名学生（55%）完成了问卷调查，在所有三个评估点的项目。学生的八个项目和计算的知识得分提高后，课程，但只有七个这些改善持续一年。对七个项目的反应没有改变，五个项目在课程和/或一年后向不希望的方向改变。72名学生在一年内完成了自我报告的行为问题。超过一半的人报告说，他们使用了他们在课程中学到的东西。虽然76%的学生报告说观察到一个错误，其中71%的人透露了一个错误，他们的同龄人，56%的居民，46%的教师。只有7%的报告错误使用我们的电子错误报告system.Conclusions课程导致的变化，在二年级医学生的知识，技能和态度，但不是所有的变化都持续在一年，在所需的方向，或支持他们的自我报告的行为。其他非正式或隐藏的课程经验在多大程度上扭转了收益，并影响了一年的变化是未知的。
Purpose To study the effects of a patient safety and medical fallibility curriculum on second-year medical students at the University of Missouri-Columbia School of Medicine in 2003-2004.Method Students completed a knowledge, skills and attitudes questionnaire before the curriculum, after the final learning experience, and one year later. A 95% confidence interval (Cl) for paired differences assessed change over time. At one year, students also responded to items about their use of the curriculum, error reporting, and disclosure experiences.Results Fifty three of 92 students (55%) completed the questionnaire at all three assessment points. Students' eight items and the calculated knowledge score improved after the curriculum but only seven of these improvements were sustained one year. Responses to seven items did not change and five changed in an undesired direction after the curriculum and/or after one year. Seventy two students completed the self-reported behavior questions at one year. More than half reported using what they learned in the curriculum. Although 76% of students reported observing an error, 71% of these disclosed an error to their peers, 56% to a resident, and 46% to faculty. Only 7% reported an error using our electronic error reporting system.Conclusions The curriculum led to changes in second-year medical students' knowledge, skills, and attitudes, but not all of the changes were sustained at one year, were in the desired direction, or were supported by their self-reported behaviors. The extent to which other informal or hidden curriculum experiences reversed the gains and affected the changes at one year is unknown.