Teaching medical students about medical errors and patient safety: Evaluation of a required curriculum
Teaching medical students about medical errors and patient safety: Evaluation of a required curriculum
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DOI：
10.1097/00001888-200506000-00016
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发表时间：
2005-06-01
影响因子：
7.4
通讯作者：
Sullivan, LL
中科院分区：
文献类型：
--
作者：
Halbach, JL;Sullivan, LL
目的评价三年级医学生参加患者安全与医疗差错简明课程的效果。方法2000-03年间，要求纽约瓦尔哈拉纽约医学院三年级医学生在家庭医学见习期间参加有关患者安全与医疗差错的新课程。572名学生参加了四个小时的课程，其中包括互动讨论、阅读、与标准化患者的视频会议，以及由家庭医生主持的小组汇报。在参加课程前后，学生们被要求完成关于患者沟通和安全自我意识的问卷调查。还分发了课程评价和后续调查。结果511名()学生表示，向患者提出错误的机会增加了他们与患者讨论这一问题的信心，537名(94%)学生强烈同意或同意标准化患者和反馈练习是一种有用的学习体验。分析中采用了前后问卷调查的方式。对问卷调查前后的数据进行比较，发现学生在向患者传达医疗差错方面的优势和劣势的自我报告意识在统计学上有显著提高(p
Purpose To assess the effectiveness of a brief curriculum about patient safety and medical errors with third-year medical students.Method From 2000-03, third-year medical students at New York Medical College, Valhalla, New York, were required to participate in a new curriculum on patient safety and medical errors during their family medicine clerkships. Five hundred seventy-two students participated in a four-hour curriculum that included interactive discussion, readings, a videotape session with a standardized patient, and a small-group debriefing facilitated by a family physician. Before and after participating in the curriculum, students were asked to complete questionnaires on self-awareness about patient communication and safety. Curriculum evaluations and follow-up surveys were also distributed. Responses to each statement on the before and after questionnaires were compared using the Wilcoxon signed-rank test for matched data.Results Five hundred eleven (89%) students reported that the opportunity to present an error to a patient increased their confidence about discussing this issue with patients, and 537 (94%) students reported that they strongly agreed or agreed that the standardized patient and feedback exercise was a useful learning experience. A total of 535 before and after questionnaires were used in the analysis. A comparison of before and after questionnaire data revealed statistically significant increases in the self-reported awareness of students' strengths and weaknesses in communicating medical errors to patients (p