Abstract
BackgroundAlthough patient safety is becoming widely taught in medical schools, its effect has been less rigorously evaluated. We describe a multicentre study to evaluate student changes in patient safety attitudes using a standardised instrument, the Attitudes to Patient Safety Questionnaire3 (APSQ3).MethodsA patient safety training package designed for medical students was delivered in the first year and second year in four Australian medical schools. It comprises eight face-to-face modules, each of two hours. Seminars start with an interactive introduction using questions, video and role play, followed by small group break-outs to discuss a relevant case study. Groups are led by medical school tutors with no prior training in patient safety. Students and tutors then reassemble to give feedback and reinforce key concepts. Knowledge and attitudes to patient safety were measured using the APSQ3, delivered prior to safety teaching, at the end of the first and second years and 12 months after teaching ceased.ResultsA significant improvement in attitude over time was demonstrated for four of nine key items measured by the APSQ3: value of patient safety teaching; danger of long working hours, value of team work and the contribution patients can make in reducing error. Informal feedback from students was very positive.ConclusionWe showed persistent, positive learning from a patient safety education intervention 12 months after teaching finished. Building on the introduction of patient safety teaching into medical schools, pathways for motivated students such as appropriate electives, option terms and team-based research projects would be of value.
Highlights
Patient safety is becoming widely taught in medical schools, its effect has been less rigorously evaluated
This paper describes a multicentre study conducted by the Clinical Excellence Commission (CEC) in Sydney, Australia to evaluate change in patient safety attitudes among medical students
The medical education intervention was the CEC Patient Safety Training Package delivered in the first year and second years of the medical curriculum
Summary
Patient safety is becoming widely taught in medical schools, its effect has been less rigorously evaluated. It cannot be safely assumed that concepts of patient safety will be learned after graduation from medical school Of those who teach and supervise young doctors, not all will be skilled in and familiar with these concepts. This is one reason why it is widely accepted that quality and safety education should commence during medical school [1]. The Australian Medical Council includes teaching quality and safety of healthcare as one of its standards for assessment of medical schools This is likely to be Concepts of quality and safety in healthcare are becoming recognised as fundamental concepts that are slowly becoming embedded into student teaching in the same way that basic sciences are assumed to be an integral component of the curriculum [1]
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