Abstract
Objective To analyze the Educational Project of the undergraduate medical course to verify what is taught regarding Patient Safety and to enable reflections on the educational practice.Methods A descriptive study, using document research as strategy. The document of investigation was the Educational Project of the medical course, in 2006, at the Escola Paulista de Medicina of the Universidade Federal de São Paulo. The theoretical framework adopted was the Multi-Professional Patient Safety Curriculum Guide of the World Health Organization, which led to the preparation of a list with 153 tracking terms.Results We identified 65 syllabus units in the Educational Project of the course, in which 40 (61.5%) addressed topics related to Patient Safety. Themes on the topic “Infection prevention and control” were found in 19 (47.5%) units and teaching of “Interaction with patients and caregivers” in 12 (32.5%); however content related to “Learning from errors to prevent harm” were not found. None of the framework topics had their proposed themes entirely taught during the period of education of the future physicians.Conclusion Patient safety is taught in a fragmented manner, which values clinical skills such as the diagnosis and treatment of diseases, post-treatment, surgical procedures, and follow-up. Since it is a recent movement, the teaching of patient safety confronts informative proposals based on traditional structures centered on subjects and on specific education, and it is still poorly valued.
Highlights
A new discussion, which has been going on in the training process of healthcare professionals, is the Bohomol E, Cunha IC introduction of content related to patient safety because of the magnitude and frequency of errors and adverse events that occur during care
The World Health Organization developed a guide for multiprofessional teaching on patient safety focused on the education of students in healthcare programs, and to help professors to deal with this topic.[1]
A descriptive study approved by the Research Ethics Committee of the Universidade Federal de São Paulo (UNIFESP), protocol CAAE no. 01737112.1.0000.5505
Summary
A new discussion, which has been going on in the training process of healthcare professionals, is the Bohomol E, Cunha IC introduction of content related to patient safety because of the magnitude and frequency of errors and adverse events that occur during care. Undergraduate students are expected to develop skills since the beginning of their academic life to maximize measures that prevent such situations.[1] In this sense, educators need to be prepared to create new proposals to development the students’ skills.[2] Educators need to develop learning experiences to provide the students the opportunity to use scientific evidence, describe the components of patient-centered care, identify mistakes in their own practice, and determine which actions need to be taken for their correction.[2,3]. It establishes that teaching institutions must include content in undergraduate program, making this an urgent topic for discussion at schools.[4] In this way, the challenge is made for educating undergraduates on the aspects involving patient safety, to fill in a knowledge gap; i.e. how to develop specific awareness and actions at the teaching institutions
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