When Bad Things Happen: Training Medical Students to Anticipate the Aftermath of Medical Errors (original) (raw)

Objective Medical errors affect trainees. Existing curricula emphasize tenets of patient safety but rarely address the impact of medical errors on health care providers, particularly at the undergraduate level. The authors developed an interactive session exploring the professional and personal effects of medical errors for 300 second-year medical students. Methods The session utilized case-based learning, small group discussion, and video vignettes. Physicians in multiple specialties were interviewed, sharing narrative accounts of their experience with medical errors and adverse events. Discussions were facilitated by local physicians, who delivered content and shared personal anecdotes. Surveys using a 5-point Likert scale were conducted before and after the session. Results Pre-and post-test surveys resulted in 91 responses in 2016 and 174 in 2017. In 2016, results showed significant change in student responses by 0.34 units (SD 0.35 units; p < 0.001). Two survey items addressing student awareness and three items addressing confidence were significant. The domains assessing students' attitudes and knowledge regarding medical errors were not significant. In 2017, the overall mean change was 0.33 with a lower standard error, 0.03 (p < 0.001), showing significance in both years the session was delivered. Conclusion A 1-h, small-group session increased medical students' understanding of the impact of medical errors and adverse events on providers and the supportive resources available. Recruitment of local faculty to facilitate discussions and share personal anecdotes enhanced the success of the session. Keywords Undergraduate medical education. Burnout. Medical error. Small group learning. Reflection Medical error and adverse patient outcomes affect trainees. Existing curricula focus primarily on improving the error disclosure process by utilizing educational tools such as standardized patient encounters and structured reflection but rarely address the psychological impact of error on healthcare providers, particularly at the undergraduate level [1]. Considering the prevalence of burnout in physicians and the impact of medical error on physician wellness [2], curricula on this topic to prepare future physicians are needed [3, 4]. According to the National Academy of Medicine (NAM), more than half of healthcare providers in the USA exhibit at least one symptom of burnout [5]. Burnout has been associated with increased medical errors and is linked to increased