Republished: Development and evaluation of a 3-day patient safety curriculum to advance knowledge, self-efficacy and system thinking among medical students

Hanan Aboumatar, David Thompson, Albert W Wu, Patty Dawson, Jorie Colbert-Getz, Jill A Marsteller, Paula Kent, Lisa Lubomski, Lori Paine, Peter Pronovost

Research output: Contribution to journalArticle

Abstract

Purpose: To develop a patient safety curriculum and evaluate its impact on medical students' safety knowledge, self-efficacy and system thinking. Methods: This study reports on curriculum development and evaluation of a 3-day, clinically oriented patient safety intersession that was implemented at the Johns Hopkins School of Medicine in January 2011. Using simulation, skills demonstrations, small group exercises and case studies, this intersession focuses on improving students' teamwork and communication skills and system-based thinking while teaching on the causes of preventable harm and evidence-based strategies for harm prevention. One hundred and twenty students participated in this intersession as part of their required second year curriculum. A preepost assessment of students' safety knowledge, self-efficacy in safety skills and system-based thinking was conducted. Student satisfaction data were also collected. Results: Students' safety knowledge scores significantly improved (mean +19% points; 95% CI 17.0 to 21.6; p

Original languageEnglish (US)
Pages (from-to)545-551
Number of pages7
JournalPostgraduate Medical Journal
Volume88
Issue number1043
DOIs
StatePublished - Sep 2012

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Self Efficacy
Patient Safety
Systems Analysis
Medical Students
Curriculum
Students
Safety
Teaching
Communication
Medicine
Exercise

ASJC Scopus subject areas

  • Medicine(all)

Cite this

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abstract = "Purpose: To develop a patient safety curriculum and evaluate its impact on medical students' safety knowledge, self-efficacy and system thinking. Methods: This study reports on curriculum development and evaluation of a 3-day, clinically oriented patient safety intersession that was implemented at the Johns Hopkins School of Medicine in January 2011. Using simulation, skills demonstrations, small group exercises and case studies, this intersession focuses on improving students' teamwork and communication skills and system-based thinking while teaching on the causes of preventable harm and evidence-based strategies for harm prevention. One hundred and twenty students participated in this intersession as part of their required second year curriculum. A preepost assessment of students' safety knowledge, self-efficacy in safety skills and system-based thinking was conducted. Student satisfaction data were also collected. Results: Students' safety knowledge scores significantly improved (mean +19{\%} points; 95{\%} CI 17.0 to 21.6; p",
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AU - Wu, Albert W

AU - Dawson, Patty

AU - Colbert-Getz, Jorie

AU - Marsteller, Jill A

AU - Kent, Paula

AU - Lubomski, Lisa

AU - Paine, Lori

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