Use of e-learning in patient safety education and development of educational materials

我们质疑关于患者安全的研讨会式讲座的有效性，并在大阪大学医院采用电子学习的新教育方法。我们所经历的研讨会式教育的局限性包括由于繁忙的实践或工作安排而导致的出席率低，单个研讨会上不同专业学科的教育内容不匹配，类似事件反复发生，检查出席情况耗时，以及难以评估对学习的影响以及获得与会者的反馈。患者安全委员会决定通过医院内联网引进电子学习系统。在医院范围内的合作下，开发了一套关于基本临床知识的测验问题和一个关于卫生保健提供者之间沟通技巧的模拟动画。2006年12月，临床风险管理人员对医生和护士进行了一次试验，并多次预先通知。在项目启动后的7个月里，10%的潜在受试者参加了测试，平均得分为80分（满分100分）。只有5%的人学习了模拟动画，大约80%的受访者回答他们“喜欢学习内容”，“想把它应用到实践中”，“获得了新的知识”，“认为它在实际应用中会有效”。利用电子学习促进患者安全可以为忙碌的临床医生提供更合适的教育环境，更容易对学习者进行评估和跟踪，并为特定学科提供更合适的教育内容。有必要获得额外的预算和人员来进行持续的系统管理，包括经常更新员工名单，以及开发内容和教育管理。

Questioning the effectiveness of seminar-style lectures regarding patient safety, we have introduced a new educational approach by using e-learning at Osaka University Hospital.Limitations of the seminar-style education that we have experienced comprise poor attendance seminars due to busy practice or work schedules, mismatch of educational contents to different professional disciplines at a single seminar, repeated occurrences of similar incidents, time-consuming checking of attendance, and difficulties in evaluating effects on learning as well as obtaining attendees' feedback.The Patient Safety Committee decided to introduce an e-learning system via the hospital intranet. With hospital-wide collaboration, a set of quiz questions about basic clinical knowledge and a simulative animation about communication skills among health care providers were developed. A trial run was launched in December 2006 for physicians and nurses with repeated preannouncements through Clinical Risk Managers.During the seven months period following the launch, 10% of the potential subjects took part in the quiz with an average score of 80 points out of 100. Only 5% studied the simulative animation and approximately 80% of the respondents answered they "enjoyed learning the content," "want to apply it in their practice," "gained new knowledge," and "think it would be effective in actual practice."Use of e-learning for patient safety can provide a more appropriate educational environment for busy clinicians, easier evaluation and tracking of the learners, and more appropriate educational contents for specific disciplines. It will be necessary to obtain additional budgets and personnel for ongoing system management including frequent updating of the employees' list, as well as the development of contents and educational management.