Medical Students’ Perception and Attitude Before and After Implementing Patient Safety Curriculum in Clinical Years
[1]
Firdous Jahan, Department Family Medicine, College of Medicine and Health Sciences, National University Science and Technology, Sohar, Oman.
[2]
Shaikh Muhammad Naeem, Department Family Medicine, College of Medicine and Health Sciences, National University Science and Technology, Sohar, Oman.
[3]
Muhammad A Siddiqui, Department of Research, Saskatchewan Health Authority, Regina, Canada.
[4]
Rizwan Qasim, Department Family Medicine, College of Medicine and Health Sciences, National University Science and Technology, Sohar, Oman.
[5]
Muhammad Moazzam Khan, Department Family Medicine, College of Medicine and Health Sciences, National University Science and Technology, Sohar, Oman.
Primary care is the first contact into the health system, ineffective and unsafe care may increase morbidity and mortality. Thus, improving safety in primary care is essential when striving to ensure universal health coverage and the sustainability of health care. Medical students need to understand and demonstrate appropriate patient safety skills. The main purpose of this study was to identify knowledge, perception and attitude of medical students before and after implementing patient safety curriculum in clinical year. This is a survey using quasi-experimental (pre and post-intervention) study design. All students in sixth year were invited to participate. Data was collected on a self-filled survey questionnaire. The questionnaire assessed various elements; including students’ confidence level, perception regarding safety culture, view regarding working in teams with other health professionals, insight regarding effective communication and importance and impact on patient care. Statistical analysis was performed using SPSS (IBM SPSS Statistics 24.0). A total ninety five (n-95) sixth year students have participated in the study, of which 6 (6.3%) were male and 89 (93.7%) were female. Students were asked series of question regarding their confidence level about clinical safety, hand hygiene, infection control and safe medication practice in classroom and clinical settings. A significant statistical difference was observed between pre and post teaching in classroom responses (P 0.053, 95% CI: -0.483 to 0.003). However no difference was observed in Pre and Post teaching responses in clinical settings responses (P-0.069, 95% CI: -0.449 to 0.017). Medical students need to understand and demonstrate appropriate patient safety skills early and continuously in their professional education. A significant difference is observed in pre and post teaching knowledge, perception and attitude.
Patient Safety, Medical Students, Curriculum, Family Medicine
[1]
Institute of Medicine. To Err is Human: Building a Safer Health System. Washington, DC: National Academy Press; 2000.
[2]
Boutin-Foster C, Charlson ME. Problematic resident-patient relationships. J Gen Intern Med. 2001; 16:750–754.
[3]
Ackerman SL, Sarkar U, Tieu L, Handley MA, Schillinger D, Hahn K, Hoskote M. Meaningful use in the safety net: a rapid ethnography of patient portal implementation at five community health centers in California. J Am Med Inform Assoc. 2017 Mar 15. Doi: 10.1093/jamia/ocx015.
[4]
Lambrinos A, Holubowich C. Health Quality Ontario. Patient Safety Learning Systems: A Systematic Review and Qualitative Synthesis. Ont Health Technol Assess Ser. 2017 Mar 1; 17 (3):1-23. Ecollection 2017.
[5]
Kim CW, Myung SJ, Eo EK, Chang Y. Improving disclosure of medical error through educational program as a first step toward patient safety. BMC Med Educ. 2017 Mar 4; 17 (1):52. Doi: 10.1186/s12909-017-0880-9.
[6]
Escher C, Creutzfeldt J, Meurling L, Hedman L, Kjellin A, Felländer-Tsai L. Medical students' situational motivation to participate in simulation based team training is predicted by attitudes to patient safety. BMC Med Educ. 2017 Feb 10; 17 (1):37. Doi: 10.1186/s12909-017-0876-5.
[7]
Azizi S, Siddiqui F, Iqbal I, Hossain IT. Engagement in quality improvement and patient safety - novel solutions proposed by UK-based medical students. Adv Med Educ Pract. 2017 Jan 23; 8:109-110. Doi: 10.2147/AMEP.S130339. Ecollection 2017.
[8]
Dankbaar ME, Richters O, Kalkman CJ, Prins G, Ten Cate OT, van Merrienboer JJ, Schuit SC. Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness. BMC Med Educ. 2017 Feb 2; 17 (1):30. Doi: 10.1186/s12909-016-0836-5.
[9]
García Elorrio E, Macchiavello D, Rodriguez V, Catalano Y, Corna G, Dahinten J, Ontivero M. Knowledge, beliefs and attitudes report on patient care and safety in undergraduate students: validating the modified APSQ-III questionnaire. Medwave. 2016 Dec 20; 16 (11): e6809. Doi: 10.5867/medwave.2016.11.6809.
[10]
Wilson T, Sheikh A. Enhancing public safety in primary care. BMJ. 2002; 324 (7337):584-7.
[11]
Patient safety curriculum guide: multi-professional edition. Geneva: World Health Organization; 2011. The WHO patient safety curriculum guide for medical schools. Postgrad Med J. 2011 Apr; 87 (1026):317-21. Doi: 10.1136/pgmj.2009.036970rep.
[12]
Chaneliere M, Jacquet F, Occelli P, Touzet S, Siranyan V, Colin C. Assessment of patient safety culture: what tools for medical students?BMC Med Educ. 2016 Sep 29; 16 (1):255.
[13]
Nie Y, Li L, Duan Y, Chen P, Barraclough BH, Zhang M, et al. Patient safety education for undergraduate medical students: a systematic review. BMC Med Educ. 2011; 11 (1):33.
[14]
Madigosky WS, Headrick LA, Nelson K, Cox KR, Anderson T. Changing and sustaining medical students’ knowledge, skills, and attitudes about patient safety and medical fallibility. Acad Med. 2006; 81 (1):94-101.
[15]
Armitage G, Cracknell A, Forrest K, Sandars J. Twelve tips for implementing a patient safety curriculum in an undergraduate programme in medicine. Med Teach. 2011; 33 (7):535-40. Doi: 10.3109/0142159X.2010.546449. Epub 2011 Feb 28.
[16]
Nabilou B, Feizi A, Seyedin H. Patient Safety in Medical Education: Students' Perceptions, Knowledge and Attitudes. Plos One. 2015 Aug 31; 10 (8): e0135610. Doi: 10.1371/journal.pone.0135610. Ecollection 2015.
[17]
Anderson E, Thorpe L, Heney D, Petersen S. Medical students benefit from learning about patient safety in an inter professional team. Med Educ. 2009; 43 (6):542-52.
[18]
Schmitz K, Lenssen R, Rosentreter M, Gross D, Eisert A. Wide cleft between theory and practice: medical students' perception of their education in patient and medication safety. Pharmazie. 2015 May; 70 (5):351-4.
[19]
Leung GK, Patil NG. Patient safety in the undergraduate curriculum: medical students' perception. Hong Kong Med J. 2010 Apr; 16 (2):101-5.
[20]
Stevanin S, Bressan V, Bulfone G, Zanini A, Dante A, Palese A. Knowledge and competence with patient safety as perceived by nursing students: The findings of a cross-sectional study. Nurse Educ Today. 2015 Aug; 35 (8):926-34. Doi: 10.1016/j.nedt.2015.04.002. Epub 2015 Apr 23.
[21]
Lee HY, Hahm MI, Lee SG. Undergraduate medical students’ perceptions and intentions regarding patient safety during clinical clerkship. BMC Medical Education (2018) 18:66 https://doi.org/10.1186/s12909-018-1180-8.
[22]
Hayes AJ, Roberts P, Figgins A, Pool R, Reilly S, Roughley C, Salter T, Scott J, Watson S, Woodside R, Patel V. Improving awareness of patient safety in a peer-led pilot educational program for undergraduate medical students. Educ Health (Abingdon). 2014 May-Aug; 27 (2):213-6. Doi: 10.4103/1357-6283.143775.
[23]
Kiesewetter J, Kager M, Lux R, Zwissler B, Fischer MR, Dietz I. German undergraduate medical students’ attitudes and needs regarding medical errors and patient safety – a national survey in Germany. Medical Teacher. 2014; 36 (6):505–10.
[24]
Blasiak RC, Stokes CL, Meyerhoff KL, Hines RE, Wilson LA, Viera AJ. A cross-sectional study of medical students' knowledge of patient safety and quality improvement. N C Med J. 2014 Jan-Feb; 75 (1):15-20.
[25]
Teigland CL, Blasiak RC, Wilson LA, Hines RE, Meyerhoff KL, Viera AJ. Patient safety and quality improvement education: a cross-sectional study of medical students' preferences and attitudes. BMC Med Educ. 2013 Feb 5; 13:16. Doi: 10.1186/1472-6920-13-16.
[26]
Almaramhy H, Al-Shobaili H, El-Hadary K, Dandash K. Knowledge and Attitude towards Patient Safety among a Group of Undergraduate Medical Students in Saudi Arabia. International Journal of Health Sciences, Qassim University. Int J Health Sci 2011 (Qassim):5 (1); PMC3312770.
[27]
Hwang JI, Yoon TY, Jin HJ, Park Y, Park JY, Lee BJ. Patient safety competence for final-year health professional students: Perceptions of effectiveness of an inter professional education course. J Interprof Care. 2016 Nov; 30 (6):732-738. Epub 2016 Oct 5.
[28]
De Feijter JM, de Grave WS, Hopmans EM, Koopmans RP, Scherpbier AJ. Reflective learning in a patient safety course for final-year medical students. Med Teach. 2012; 34 (11):946-54. Doi: 10.3109/0142159X.2012.714873. Epub 2012 Aug 30.
[29]
Myung SJ, Shin JS, Kim JH, Roh H, Kim Y, Kim J, Lee SI, Lee JH, Kim SW. The patient safety curriculum for undergraduate medical students as a first step toward improving patient safety. J Surg Educ. 2012 Sep-Oct; 69 (5):659-64. Doi: 10.1016/j.jsurg.2012.04.012. Epub 2012 May 23.
[30]
Wetzel AP, Dow AW, Mazmanian PE. Patient safety attitudes and behaviors of graduating medical students. Eval Health Prof. 2012 Jun; 35 (2):221-38. Doi: 10.1177/0163278711414560. Epub 2011 Jul 25.
