An Innovative Approach to Interprofessional Education: Teaching Patient Safety Using Patient Advisors (original) (raw)
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Journal of Patient Safety, 2006
Objectives: The structure, process, and outcomes associated with planning, developing, and offering an interprofessional course on the foundations of patient safety is described, including how organizational, structural, cultural, and attitudinal barriers were overcome. Methods: Seventeen faculty members from 7 colleges and schools and medical center participatedVfrom the fields of decision sciences and systems, dentistry, medicine, law, nursing, occupational therapy, pharmacy, physical therapy, social work, health care administration, and outcomes management in health systems. Student assessment included theme analysis of open-ended questions, descriptive analysis of multipleY response option questionnaires, and criterionbased assessment of student performance on case studies. Triangulation of student comments, final course evaluation, and student performance evaluations were performed to learn overarching themes of student experience with the course. Results: The students learned a different way of thinking, found the instructional design and active learning methods useful to learning, and felt prepared to solve problems in the future. Students believed that the content was an essential core knowledge for all health professionals (87%) and should be required for all health professions students (78%). Students achieved an application level of learning (77%) within the cognitive domain and the valuing level within the affective domain. Students agree (96%) that they can define and apply the basic principles and tenets of patient safety, including identification of tools needed to work effectively within the health system and to improve safety and strongly agree (100%) that they value patient safety as a professional practice framework. Conclusion: The universitywide implementation case may offer important lessons to others nationally in health care education.
It Takes a Village”: An Interprofessional Patient Safety Experience for Nursing and Medical Students
Medical Science Educator, 2013
Interprofessional education (IPE) is a "core" competency in professional school education. Challenges to successful collaboration include: aligning student abilities/experience, providing meaningful clinically-based interaction, and the need for extensive planning. Methods: Curriculum. A 3-1/2 hour IPE patient safety experience for final-semester medical and nursing students was developed. The content included an introduction, small-group low-fidelity simulation, and a large-group discussion of patient safety events observed by students during clinical rotations. Logistics. A planning committee met monthly to plan the curriculum and train faculty facilitators. Four sessions were held, accommodating 92 medical and 82 nursing students. Thirty faculty facilitators and 10 support personnel were needed for each session. Results: Over 70% students reported that the experience resulted in new learning and prompted self-reflection; 57% said it would change their practice. Students confirmed that the experience taught them about the importance of patient involvement in the team, the development of a shared mental model, and the importance of everyone's role on the team. Conclusions: This collaboration successfully aligned students with similar levels of clinical experience, involved many faculty from both professional schools, and gave students opportunities to discuss differences in their roles and responsibilities, while highlighting patient-centered care.
Perspectives on Medical Education, 2016
Essentials • Students reported that partnerships between healthcare practitioners and patients are critical to the provision of optimal care • Students recognized that safety issues go beyond the standard measures of medication errors, falls, infection rates and adverse incidents and include nuances such as stigma • Students described the importance of advocating for patients and enabling empowerment so they could advocate for themselves to promote safe quality care • Future practice was enabled through student reflection on patients' perspectives of clinical error • Students embraced interprofessional communication and collaboration as a strategy to improve quality and safety Although instructional methods vary, few address the direct communication of the patient experience to students. This paper focuses on the learning and experiences of health profession students participating in a Safety Module as part of a Health Mentor Programme. In this context, health mentors are individuals living with chronic health challenges who share their experiences in the healthcare system with health profession students in order to contribute to their professional learning.
Introduction Effective teamwork and interprofessional collaboration are vital for healthcare quality and safety; however, challenges persist in creating interprofessional teamwork and resilient professional teams. A study was undertaken to delineate perceptions of individuals involved with the implementation of an interprofessional patient safety competency-based intervention and intervention participants. Methods The study employed a qualitative study design that triangulated data from interviews with six steering committee members and five members of the project team who developed and monitored the intervention and six focus groups with clinical team members who participated in the intervention and implemented local patient safety projects within a large teaching hospital in Canada. Results Our study findings reveal that healthcare professionals and support staff acquired patient safety competencies in an interprofessional context that can result in improved patient and work flow processes. However, key challenges exist including managing projects amidst competing priorities, lacking physician engagement and sustaining projects. Conclusions Our findings point to leaders to provide opportunities for healthcare teams to engage in interprofessional teamwork and patient safety projects to improve quality of patient care. Further research efforts should examine the sustainability of interprofessional safety projects and how leaders can more fully engage the participation of all professions, specifically physicians.
Introducing students to patient safety through an online interprofessional course
Advances in Medical Education and Practice, 2010
Interprofessional education (IPE) is increasingly called upon to improve health care systems and patient safety. Our institution is engaged in a campus-wide IPE initiative. As a component of this initiative, a required online interprofessional patient-safety-focused course for a large group (300) of first-year medical, dental, and nursing students was developed and implemented. We describe our efforts with developing the course, including the use of constructivist and adult learning theories and IPE competencies to structure students' learning in a meaningful fashion. The course was conducted online to address obstacles of academic calendars and provide flexibility for faculty participation. Students worked in small groups online with a faculty facilitator. Thematic modules were created with associated objectives, online learning materials, and assignments. Students posted completed assignments online and responded to group members' assignments for purposes of group discussion. Students worked in interprofessional groups on a project requiring them to complete a root cause analysis and develop recommendations based on a fictional sentinel event case. Through project work, students applied concepts learned in the course related to improving patient safety and demonstrated interprofessional collaboration skills. Projects were presented during a final in-class session. Student course evaluation results suggest that learning objectives and content goals were achieved. Faculty course evaluation results indicate that the course was perceived to be a worthwhile learning experience for students. We offer the following recommendations to others interested in developing an in-depth interprofessional learning experience for a large group of learners: 1) consider a hybrid format (inclusion of some face-to-face sessions), 2) address IPE and broader curricular needs, 3) create interactive opportunities for shared learning and working together, 4) provide support to faculty facilitators, and 5) recognize your learners' educational level. The course has expanded to include students from additional programs for the current academic year.
Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL)
Journal of university teaching and learning practice, 2023
Complex healthcare systems and ambiguous clinical decisions can result in medical errors which threaten patient safety. There is a need for improved awareness of medical errors across healthcare disciplines. We utilised team-based learning (TBL) to pilot an interprofessional patient safety module for senior health professional students. We evaluated the use of TBL within the interprofessional context to achieve student learning outcomes. Twenty-seven students from pharmacy (n=11), nursing (n=8) and medicine (n=8) faculties participated. Data were collected via questionnaires, focus groups, class observation and student test scores. Quantitative data were analysed using descriptive statistics. Framework analysis was used to code qualitative data using social capital as a conceptual framework. In total, 26/27 (96%) of participants completed the questionnaire and 20/27 (70%) attended focus groups. There was no significant difference in prior knowledge between the disciplines. The TBL module enriched the learning environment and enabled students to prepare, problem-solve and interact with facilitators. The TBL pedagogy and interprofessional framework enabled the development of social capital among students. The module demonstrated the potential of interprofessional education to shift knowledge and attitudes towards a greater appreciation of patient safety issues and better prepare health professional students for the workforce. The TBL pedagogy strengthened knowledge sharing and fostered collaboration across disciplines. Practitioner Notes Practitioner Notes 1. Dedicated interprofessional training at the university education level can improve patient safety. 2. The TBL framework enables student learning through preparation, practice, and problemsolving with intra-and inter-team discussion. 3. This patient safety module promoted interprofessional collaboration and examined existing roles, practices, and biases of other disciplines. 4. Social capital is used to describe and understand how individuals benefit from participating in a social network and offers a valuable lens to analyse educational methods. 5. When designing interprofessional case-based activities, care must be taken to ensure the clinical case is relevant to all disciplines.
Journal of Social, Behavioral, and Health Sciences
Background: Interprofessional education (IPE) and patient safety are recurrent and linked themes within the field of healthcare worldwide. International organizations have repeatedly called for and research has shown the benefits of health and social care professionals learning how to work collaboratively and efficiently to provide safer and better care. This study was undertaken to explore professors’ perceptions and experiences of an IPE curricula project with a view to improving future patient safety teaching in undergraduate health courses. Methods: This qualitative study utilized phenomenology as a theoretical framework. The participants were 11 professors from a public university in south-eastern Brazil, recruited through purposeful sampling. Data were collected through semi-structured interviews, which were transcribed and thematically analyzed. Findings: Four themes were identified: (a) sustaining IPE; (b) stakeholder involvement; (c) pedagogy; and (d) team learning. Enabler...
Journal of Medical Education and Curricular Development
Background: Preventable medical errors represent a leading cause of death in the United States. Effective undergraduate medical education (UME) strategies are needed to train medical students in error prevention, early identification of potential errors, and proactive communication. To address this need, a team of faculty from A.T. Still University’s School of Osteopathic Medicine in Arizona developed four digital patient safety case scenarios for second-year medical students. These scenarios were designed to integrate interprofessional collaboration and patient safety principles, increase student ability to identify potential errors, and promote proactive communication skills. Methods: Faculty used Qualtrics to create four digital case scenarios on patient safety covering the following domains: communicating about potential drug-to-drug interactions; effective handoffs; human factors errors, such as fatigue, illness, and stress; and conflicts with supervising resident. In fall 2018...
Interprofessional Education: Learning Together to Improve Patient Care
Interprofessional education (IPE) has been proposed as a means to improve interprofessional teamwork and collaboration in healthcare settings. Numerous barriers and facilitators to IPE have been identified. The Queen's University Faculty of Health Sciences has implemented several strategies to support interprofessional learning for pre-licensure students in the Schools of Nursing, Medicine and Rehabilitation Therapy. Present and future IPE initiatives will be described.