Competent Health Professionals Research Articles

How neurosurgeons maintain and update their professional knowledge in a self-directed learning context

BackgroundGiven the changes in the current learning environment health professionals are facing major challenges to keep up with current and updated information with the rapidly growing clinical and scientific knowledge base. Being able to identify relevant, high-quality articles, adapt or adopt to new learning strategies with an already intense workload are just a few of the main challenges. Self-directed learning is a key skill of competent health professionals and describes the process by which individuals evaluate their learning needs, goals and the resources needed for learning, however the emerging problems for professionals practicing SDL are manifold.DesignA qualitative, exploratory approach based on four research questions was used to understand how skilled neurosurgeons maintain and update their professional knowledge. Twenty-six neurosurgeons within the University Hospital of Bern completed a semi-structured interview.ResultsOne of the main findings concerns the differences between neurosurgeons regarding the SDL strategies they employ, which is compounded by their level of experience. All participants recognized that new or alternative learning approaches are necessary to manage the learning landscape, and for many this concerned their use of learning digital tools. Many, however, were unsure how to change their current behavior.ConclusionThe results highlight that positive factors influencing SDL in the workplace include learning leadership and support in identifying new or alternative strategies, an internal culture committed to learning as well as digital learning tools and networks. All are vital in managing the continuously evolving learning environment.

The core competencies of a health education teacher.

Teachers play a crucial role in students' learning and in the development of health literacy. Hence, the aim of this study was to identify the core competencies needed for teachers of health education in supporting student learning. A three-round Delphi study was carried out over an 8-week period, through consultation with 25 Finnish experts in health education. An open-ended question was used to identify the core competencies for school health educators. The data were analysed using inductive content analysis. In subsequent rounds, experts were asked to assess the importance of the identified competencies on a 7-point Likert scale, and finally to rank the most important competencies. In total, 52 competencies were identified and categorized into eight core competence domains. Thereafter, 40 competencies were assessed and selected for the third round, in which the experts ranked the 15 most important competencies, encompassing four core domains, i.e. pedagogic and subject-specific didactic, social and emotional, content knowledge and continuous professional development. Other domains of competence identified in the present study were ethical competence, competence in school health promotion, contextual competence and professional well-being competence. The study defines health education teacher core competencies and domains, and the information can be used in teacher education programmes, for developing teaching and for teachers' self-evaluation.

Analysis of Knowledge and Satisfaction in Virtual Clinical Simulation among Nursing Students: A Mixed Study.

Virtual simulation offers a powerful educational tool with considerable, albeit underexplored potential. This technology immerses students in lifelike digital scenarios, fostering the acquisition of knowledge and skills necessary for their future careers. This study aimed to assess knowledge acquisition and satisfaction outcomes among students using a virtual simulation teaching approach. The specific objectives were (1) to compare pre-and posttest knowledge acquisition, (2) to investigate the influence of prior professional experience on knowledge, and (3) to explore satisfaction levels with virtual simulation. One hundred and fifty-nine nursing students participated in a virtual simulation-based clinical intervention, entailing the resolution of a virtual adult patient hospitalized with respiratory pathology. Sociodemographic data and prior professional experience were collected, and knowledge was evaluated through pre-to-post tests. Satisfaction levels were assessed using open-ended questions. Quantitative data were analyzed using descriptive statistics, Wilcoxon, Mann-Whitney U, and Cohen's tests, while qualitative data underwent keyword-in-context analysis. Significant differences were noted between pre- and posttest knowledge levels, with prior experience showing no significant impact on knowledge acquisition. Participants reported high levels of satisfaction. Lexicometric analysis identified four clusters of words related to the key terms "simulation", "learn", "activity", and "knowledge". Virtual clinical simulation effectively enhances knowledge acquisition and fosters satisfaction, with students recognizing the positive impact of this approach on their learning. Consequently, virtual simulation contributes to the training of competent health professionals.

Artificial intelligence and medical education: application in classroom instruction and student assessment using a pharmacology & therapeutics case study

BackgroundArtificial intelligence (AI) tools are designed to create or generate content from their trained parameters using an online conversational interface. AI has opened new avenues in redefining the role boundaries of teachers and learners and has the potential to impact the teaching-learning process.MethodsIn this descriptive proof-of- concept cross-sectional study we have explored the application of three generative AI tools on drug treatment of hypertension theme to generate: (1) specific learning outcomes (SLOs); (2) test items (MCQs- A type and case cluster; SAQs; OSPE); (3) test standard-setting parameters for medical students.ResultsAnalysis of AI-generated output showed profound homology but divergence in quality and responsiveness to refining search queries. The SLOs identified key domains of antihypertensive pharmacology and therapeutics relevant to stages of the medical program, stated with appropriate action verbs as per Bloom’s taxonomy. Test items often had clinical vignettes aligned with the key domain stated in search queries. Some test items related to A-type MCQs had construction defects, multiple correct answers, and dubious appropriateness to the learner’s stage. ChatGPT generated explanations for test items, this enhancing usefulness to support self-study by learners. Integrated case-cluster items had focused clinical case description vignettes, integration across disciplines, and targeted higher levels of competencies. The response of AI tools on standard-setting varied. Individual questions for each SAQ clinical scenario were mostly open-ended. The AI-generated OSPE test items were appropriate for the learner’s stage and identified relevant pharmacotherapeutic issues. The model answers supplied for both SAQs and OSPEs can aid course instructors in planning classroom lessons, identifying suitable instructional methods, establishing rubrics for grading, and for learners as a study guide. Key lessons learnt for improving AI-generated test item quality are outlined.ConclusionsAI tools are useful adjuncts to plan instructional methods, identify themes for test blueprinting, generate test items, and guide test standard-setting appropriate to learners’ stage in the medical program. However, experts need to review the content validity of AI-generated output. We expect AIs to influence the medical education landscape to empower learners, and to align competencies with curriculum implementation. AI literacy is an essential competency for health professionals.

Health professional competency building for the Baby-Friendly Hospital Initiative in Malawi.

Health professional competency building is one of nine national responsibilities (to achieve universal coverage and sustainability) described in the 2018 World Health Organization (WHO)/United Nations Children's Fund (UNICEF) implementation guidance for the Baby-Friendly Hospital Initiative (BFHI). With stagnating rates of exclusive breastfeeding worldwide, skilled breastfeeding support as a standard of newborn care is critical to the establishment of lactation and exclusive breastfeeding. Few studies exist on how low-income countries are integrating BFHI into their standards of care. This qualitative case study describes Malawi's experience. We interviewed 48 key informants and conducted a desk review of the literature on BFHI programming, national plans, policies and other related documents. We explored the findings using the seven key domains and 16 competencies to implement the Ten Steps to successful breastfeeding from the WHO and UNICEF Competency Verification Toolkit. The study found that although the focus of the guidance is on preservice training, continuing education and in-service training remain important. To achieve universal coverage for health professional competency, Malawi uses preservice, in-serviceand refresher training. However, their main limitations to aligning with the new guidance are a lack of preservice BFHI- and breastfeeding-specific curricula, experienced lecturers and sufficient time to dedicate to practical skill development. Conducted during the coronavirus disease 2019 pandemic, this study confirmed disruptions to BFHI training and service delivery, while also documenting Malawi's resilient attempts to mitigate impacts on breastfeeding support through mentoring and coaching. Opportunities exist for strengthening and scaling up, including engaging preservice training institutions and standardizing mentoring, coachingand competency verification.

Vigencia de las tradiciones pedagógicas: una dialéctica entre paradigmas de la educación y la pedagogía con la formación médica contemporánea

Western medicine is constantly evolving. Scientific and technological advances have improved the prevention, diagnosis, and treatment of diseases, but have also posed new humanistic challenges. In this context, pedagogy has become a fundamental pillar in the training of health professionals. This pedagogy has a unique purpose, which isthe holistic training of future doctors, who must be professionals capable of responding to contemporary challenges with professionalism, empathy, and passion for what they do. This educational reflection explores the relevance of pedagogical theories in the training of health professionals. It focuses on the approaches of seven works: Platon, Vygotsky, Stone, Masschelein, Herbart, Dewey, Daguaand Obando. These paradigms, although strengthenedin different times and contexts, converge on a fundamental point: to give a purpose to education and pedagogy from different contexts, based on the importance of training competent, empathetic, and ethical health professionals.

Reflection on Five Months Rural District Hospital Posting of Final Year MBBS Students

Patan Academy of Health Sciences has been sending its undergraduate medical students to ruralpostings aligning with the national health system of Nepal to produce competent and empathetichealthcare professionals as a part of its social accountability. One such rural posting is a 20-weeklongdistrict posting where students are posted at district hospital and district health office. Wewere final-year students posted at Gulmi district for this purpose in the year 2021/22. We learnedthe functioning of a district hospital along with different clinical skills. We also learned to use thedistrict health information system and different qualitative tools in drafting district health reportsand strategic planning under the guidance of the District Health Office. Such exposure of medicalstudents is essential to develop competent and empathetic health professionals and similar provisionsshould be included in the undergraduate curriculum of other universities.

Development of Research Core Competencies for Academic Practice Among Health Professionals: A Mixed-Methods Approach.

Of the 4 pillars of academic practice for nursing and allied health, research has been the least developed and no standard competency framework exists that is embedded in health professional scopes of practice. The objective of this article is to report on the preliminary development and pilot-testing of research and academic scholarship core competencies for nonphysician health professionals working within a large urban academic health sciences center. We conducted an internal and external environmental scan and multiphase consultation process to develop research and academic core competencies for health professionals working within an interprofessional setting. The final framework outlines 3 levels of research proficiency (novice, proficient, and advanced) and the relevant roles, specific competencies, and observable actions and/or activities for each proficiency level. Organizations should consider the integration of the framework within performance management processes and the development of a road map and self-assessment survey to track progress over time and support health professionals with their academic practice goals.

Systematic Review of Competencies for Counseling Survivors of Sex Trafficking

ABSTRACT Increasing numbers of survivors of sex trafficking are seeking mental health treatment, yet no frameworks currently exist to guide counseling practice with this specific client population. To address this need, we conducted a systematic review to understand which specific awareness, knowledge, skills, and actions are indicated as competencies for mental health professionals to possess when working with survivors. We analyzed 34 relevant articles published between 2010–2021 from peer-reviewed journals and analyzed themes via qualitative content analysis. We identified 33 competencies within the literature, which we organized via axial coding into the a priori domains of awareness (four competencies), knowledge (11 competencies), skills (15 competencies), and actions (three competencies). We reflect on these competencies to provide suggestions for mental health professional preparation and training alongside recommendations for future research, with the intent to support progress toward UN Sustainable Development Goal 16: Promoting just, peaceful, and inclusive societies.

An interprofessional approach to collaborative management of low-back pain in primary care: A scholarly analysis of a successful educational module for prelicensure learners.

In 2008, an interprofessional education (IPE) working group was formed to develop a module on interdisciplinary low-back pain management to fill a curricular gap at our institution. This article describes the program evaluation outcomes and highlights factors contributing to its successful implementation over 8 years through reference to Brigg's Presage-Process-Product (3-P) Model of Teaching and Learning. Program evaluation occurred through administration of a pre- and postmodule Health Professional Collaborative Competency Perception Scale, with scores compared using paired t tests. Descriptive statistics were analyzed from 5-point Likert scales for module session components. A total of 853 students from 9 health care occupations (medicine, chiropractic, physiotherapy, pharmacy, nursing, nurse practitioner, occupational therapy, physiotherapy assistants, and occupational therapist assistants) participated in 51 iterations of the module from 2011 to 2019, averaging 16 participants each session. All Health Professional Collaborative Competency Perception Scale items significantly improved from pre- to postintervention (p < .001) for learners from 6 health professions. Module components were rated highly, with the majority of learners rating these as 4 (helpful) or 5 (very helpful) for their learning. Participants also improved their scores in perceived history and physical exam comfort, knowledge of pharmacotherapy, management options, and attitudes regarding an interprofessional approach to back pain (p < .001). This article describes the presage, process factors, and products of this model IPE program that provides learners from various health care professions with an opportunity to gain a deeper understanding of the interdisciplinary management of low-back pain, as demonstrated through improvement in collaborative competencies.

Identifying core global mental health professional competencies: A multi-sectoral perspective

Abstract Concerned with sustainably alleviating mental distress and promoting the right to health worldwide, global mental health (GMH) is practised across various contexts spanning the humanitarian-development-peace nexus. The inherently intersectoral and multidisciplinary nature of GMH calls for competency frameworks and training programmes that embody diversity, decolonisation and multiprofessionalism. Existing competency frameworks have failed to capture the multi-sectoral, inter-professional nature of contemporary GMH practice. In response to these needs, a qualitative content analysis of relevant job advertisements was conducted to distil a comprehensive set of professional competencies in contemporary GMH practice. Approximately 200 distinct skills and competencies were extracted from 70 job advertisements and organised into four meta-dimensions: ‘skills’, ‘sector’, ‘self’ and ‘subject’. The first known systematic attempt at a multi-sectoral GMH competency framework, it offers a springboard for exploring vital yet overlooked professional competencies such as resilience, self-reflection, political skills and entrepreneurialism. On this basis, recommendations for building a competent, agile and effective GMH workforce with diversified and future-proof skillsets are proposed. The framework can also inform inter-professional training and curriculum design, and capacity-building initiatives aimed at early-career professional development, particularly in low- and middle-income settings.

Perceptions and experiences of employers and mentors of graduate optometrists’ practice readiness in South Africa

Background. Optometry graduates are a key source of new recruits for private practice employers, the largest employer of South African (SA) optometry graduates. Universities should ensure that graduates are employable to compete in the labour market and to practise.Objective. To gain an understanding of the practice readiness of optometry graduates who qualified from SA institutions between 2016 and 2020, from the perspective of private practice employers and mentors (EMs).Methods. Using non-probability convenience sampling, private optometry EMs of recent graduates were invited to complete an online questionnaire designed around the core competencies for health professionals in SA. Quantitative data retrieved from a five-point Likert scale were analysed employing SPSS software, using the one-sample t-test, factor analysis and Cronbach’s alpha.Results. EMs (N=28) felt that graduates showed satisfactory competence in theoretical knowledge, communication, collaboration and professional skills, but weaknesses in aspects of clinical skills, leadership and management skills, and health-advocacy skills. The specific areas of weaknesses identified were dispensing skills, leadership, handling of criticism, handling of stress, implementing processes to improve services, industry awareness and practice management. All questions, except two questions for scholarly and professional skills, had an acceptable level of reliability.Conclusion. Practice readiness was viewed favourably by EMs for optometry graduates, but the specific weaknesses identified in the curriculum include stakeholder involvement from private employers. Increasing the diversity of clinical hours, including rotations in private practices, as well as facilitating and promoting work-based learning may strengthen practice readiness.

The experiences of social and health care and health sciences educators of implementing hybrid teaching in higher education: A qualitative study

BackgroundEducators in the social and health care and health sciences fields play a key role in developing the competencies of health professionals and experts. The increase in hybrid education in higher education provides flexible education but also causes additional stress for educators. In order to develop educators' competencies in hybrid teaching, it is necessary to understand educators' experiences of that. In this study, hybrid teaching means synchronous face-to-face and distance teaching. ObjectivesThe study aims to describe the experiences of social and health care and health sciences educators of hybrid teaching in higher education. DesignWe employed a qualitative descriptive research design. ParticipantsA total of 21 social and health care and health sciences educators were interviewed. MethodsThe data was collected through semi-structured interviews in seven group interviews and an individual interview from February 2022 to April 2022. The data was analysed using inductive content analysis. ResultsEducators felt that hybrid education brought flexibility to their teaching activities and have implemented it successfully. Moreover, educators shared that implementing hybrid teaching requires them to have pedagogical competence and technology skills, ensuring interaction with students and creating a safe learning environment. Their positive attitude towards digital pedagogy is essential. Educators recognised the need to ensure students' digital skills in hybrid education. Moreover, challenges related to assessment were also identified. Educators experienced increased workload due to pressures, psychological strain and distribution of attention. They felt that they needed support and adequate resources to implement it. ConclusionsThe results have societal value in enhancing educators' continual professional development, developing high-quality evidence-based teaching and student skills, and assessing and applying different digital solutions to hybrid education.

How Competent are Health Professionals in Delivering Nutrition Education? A Cross-Sectional Study in Ebonyi State, Nigeria

BACKGROUND: The World Health Organization recognises nutrition as the basis for good health and the leading edge of disease prevention. Nutrition education is also key in facilitating healthy habits in all spheres of life. Health professionals are central to informing good dietary habits through nutrition education since they are seen as reliable sources for nutritional information. This study assessed health professionals’ competencies in nutrition education in Ebonyi State, Nigeria. METHODOLOGY: A health facility-based cross-sectional study among health professionals was conducted in three selected hospitals from three Local Government Areas in Ebonyi State, Nigeria. A total of 421 health professionals selected by multistage sampling were surveyed. Data analysis was done using IBM SPSS version 25. Chi-square test and multivariate analysis using binary logistic regression were used in the analysis, and the level of statistical significance was determined by a p-value of &lt;0.05. Overall adequate competence of health professionals on nutrition education was derived by the proportion of respondents who had good knowledge, good perception, and good practice of nutrition education. RESULTS: The mean age of the respondents was 32.4 ± 8.9 years, and the majority, 67.5% (283), were females. The highest proportion of respondents, 59.4% (249), were nurses. Less than one-tenth of respondents, 7.4%, had good knowledge of nutrition. A higher proportion of respondents, 85.9% (360), had good practice of nutrition education while less than half, 42.5% (178), had a good perception of nutrition education. A minor proportion of respondents, 43.0% (180), had adequate competency in nutrition education. Predictors of health professionals’ competencies included having postgraduate level of training (AOR= 0.4; 95% CI = 0.2 - 0.8), being a physiotherapist (AOR = 17.2; 95% CI = 1.1 - 267.5), being &lt; 39 years (AOR = 5.8; 95% CI = 2.1 – 16.3) and 40 - 49 years (AOR = 4.8; 95% CI = 1.6 – 14.6). CONCLUSIONS: A minor proportion of respondents had adequate competency in nutrition education. The knowledge of nutrition among health professionals is also poor. The health professionals may require nutrition training for proper delivery of nutrition education. There is a need to incorporate regular in-service training as a strategy for improving health professionals’ nutritional competency.

Skills and competencies in health data analytics for health professionals: a scoping review protocol

IntroductionHealthcare data analytics is a methodological approach to the systematic analysis of health data, and it provides opportunities for healthcare professionals to improve health system management, patient engagement, budgeting, planning...

Developing Computerized Adaptive Testing for a National Health Professionals Exam: An Attempt from Psychometric Simulations.

The accurate assessment of health professionals' competence is critical for ensuring public health safety and quality of care. Computerized Adaptive Testing (CAT) based on the Item Response Theory (IRT) has the potential to improve measurement accuracy and reduce respondent burden. In this study, we conducted psychometric simulations to develop a CAT for evaluating the candidates' competence of health professionals. The initial CAT item bank was sourced from the Standardized Competence Test for Clinical Medicine Undergraduates (SCTCMU), a nationwide summative test in China, consisting of 300 multiple-choice items. We randomly selected response data from 2000 Chinese clinical medicine undergraduates for analysis. Two types of analyses were performed: first, evaluating the psychometric properties of all items to meet the requirements of CAT; and second, conducting multiple CAT simulations using both simulated and real response data. The final CAT item bank consisted of 121 items, for which item parameters were calculated using a two-parameter logistic model (2PLM). The CAT simulations, based on both simulated and real data, revealed sufficient marginal reliability (coefficient of marginal reliability above 0.750) and criterion-related validity (Pearson's correlations between CAT scores and aggregate scores of the SCTCMU exceeding 0.850). In national-level medical education assessment, there is an increasing need for concise yet valid evaluations of candidates' competence of health professionals. The CAT developed in this study demonstrated satisfactory reliability and validity, offering a more efficient assessment of candidates' competence of health professionals. The psychometric properties of the CAT could lead to shorter test durations, reduced information loss, and a decreased testing burden for participants.

A8Mental health professionals’ lived experiences of simulated ligature training: a phenomenological study

Ligature and death by hanging represent critical issues in nursing practice that necessitate ongoing vigilance and assessment from healthcare practitioners [1–3]. This study delves into the lived experiences of healthcare professionals participating in a simulated ligature training and management workshop at a London university. The phenomenological research aims to offer an in-depth comprehension of the benefits and challenges associated with employing a simulation-based approach to ligature management training for mental health care professionals. A purposive sample of 10 healthcare professionals working in in-patient settings were invited to partake in a 2-day simulation-based ligature management workshop. Participants were aged 18 years or older and were able to provide written informed consent. Qualitative data were gathered following the 2-day simulation workshop through audio recordings and verbatim transcriptions, which were subsequently thematically analysed and interpreted by the research team. Thematic analysis of in-depth interviews unveiled three principal themes: (1) transformative experience, (2) altered perspectives on ligature training, and (3) patient-centred risk management and empowerment. The study offers valuable insights into the lived experiences of healthcare professionals within a simulated learning environment, contributing to a more profound understanding of effective training strategies for handling ligature-related situations in clinical practice. The findings indicate that simulation-based training can bolster the competence, resilience and preparedness of mental health professionals in managing ligature-related situations. Moreover, involving patients in devising their own risk management plans and delivering individualized care can result in improved patient outcomes and diminished staff burnout. This study sheds light on effective training strategies for mental health professionals in tackling complex and challenging circumstances in mental health care. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Trust in healthcare professionals of people with chronic cardiovascular disease.

Trust is an essential phenomenon of relationship between patients and healthcare professionals and can be described as an accepted vulnerability to the power of another person over something that one cares about in virtue of goodwill toward the trustor. This characterization of interpersonal trust appears to be adequate for patients suffering from chronic illness. Trust is especially important in the context of chronic cardiovascular diseases as one of the main global health problems. The purpose of the qualitative study was to gain a deeper understanding of how people with chronic cardiovascular disease experience and make sense of trust in healthcare professionals. Eleven semi-structured interviews with participants analysed using interpretative phenomenological analysis to explore in detail their lived experience of trust as a relational phenomenon. Participants with chronic cardiovascular disease were purposively recruited from inpatients on the cardiology ward of the university hospital located in central Slovakia. The study was approved by the faculty ethics committee. Participants gave their written informed consent. Sense of co-existence; Belief in competence; Will to help; Ontological security with eight subthemes were identified. The findings describe the participants' experience with trust in healthcare professionals as a phenomenon of close co-existence, which is rooted in the participants' vulnerability and dependence on the goodwill and competence of health professionals to help with the consequence of (re)establishing a sense of ontological security in the situation of chronic illness. Findings will contribute to an in-depth understanding of trust as an existential dimension of human co-existence and an ethical requirement of healthcare practice, inspire patient empowerment interventions, support adherence to treatment, and person-centred care.

How ready is the Italian healthcare system in the use of genomics? The B1MG Maturity Level Model

Abstract Background The integration of genomics into healthcare systems allows to fulfilling the potential of Personalised Medicine for patients and citizens. This demands countries to make extensive adjustments in key areas, such as technical infrastructure, health professional competencies, or ethical and legal frameworks. Effective identification of current challenges and barriers to integrating genomics in the healthcare system is crucial to define a path toward sustainable implementation. Methods We applied the B1MG Maturity Level Model framework to assess the maturity of the Italian national health system (NHS) in key aspects of genomics implementation. From March to June 2022, 18 experts from academic and non-academic institutions that participate in the B1MG activities rated on a 5-point scale (from ad hoc to fully implemented) the level of maturity of 49 indicators grouped into eight domains: governance (I), economic aspects (II), ethics and legislation (III), public awareness (IV), workforce skills (V), clinical organization (VI), clinical genomics guidelines (VII), and data infrastructure (VIII). From July to September 2022, consensus procedures were carried out within each domain. Results Italy stands at a local level of genomics implementation in most indicators, but several regional and/or national initiatives are ongoing. Genomic medicine is considered a priority but still lacks updated strategies, governance, and investment plans. The highest maturity is reached for ethical and legal aspects, followed by domain VII. There is a strong need to invest in workforce training for some health professionals, citizen engagement, and literacy. Infrastructures to improve data security and fairification are still under development. Conclusions We defined the status of genomics implementation in the Italian NHS, drawing a comprehensive picture of all key domains and identifying areas for investment. Regional and national initiatives currently ongoing need to be monitored. Key messages • Italy stands at a local level of genomics implementation in most indicators, but several regional and/or national initiatives are ongoing. • Genomic medicine is considered a priority but lacks updated strategies, governance, and investment plans.

Translated article] Analysis of the degree of implementation of medication error prevention practices in Spanish hospitals (2022)

ObjectiveTo assess the degree of implementation of medication error prevention practices in Spanish hospitals. MethodDescriptive multicenter study of the degree of implementation of the safety practices included in the “Medication use-system safety self-assessment for hospitals. Version. II”. Spanish hospitals that completed the questionnaire between October, 2021 and September, 2022 participated. The survey contains 265 items for evaluation grouped into 10 key elements. Mean score and mean percentages based on the maximum possible values for the overall survey, for the key elements, and for each individual item of evaluation were calculated. The results were compared with those of the previous 2011 study. ResultsA total of 131 hospitals from 15 autonomous regions participated in the study. The mean score of the overall questionnaire in all hospitals was 898.2 (57.4% of the maximum possible score). No differences were found according to dependency, size, or type of hospital, either in the overall questionnaire or in the key elements. The lowest values were found for key elements VIII, I and VI, on competence and training of health professionals in safety practices (45.1%), availability and accessibility of essential information on patients (48%), and devices for administering drugs (52.3%). With respect to 2011, significant increases were found both in the overall questionnaire and in the key elements, except V and VII, referring to standardization, storage, and distribution of medications, and environmental factors and human resources. Several evaluation items on the safe management of high-risk drugs, medication reconciliation, incorporation of clinical pharmacists into the healthcare teams, and implementation of technologies that allow full traceability throughout the medication system, showed low percentages. ConclusionsThere has been appreciable progress in the degree of implementation of some medication error prevention practices in Spanish hospitals, but many proven efficacy practices recommended by the World Health Organization and safety organizations are still poorly implemented. The information obtained can be useful for prioritizing the practices to be addressed and as a new baseline for monitoring progress.