Patient Safety Course Research Articles

Patient safety culture perceptions among dentists in the eastern region of Saudi Arabia

ObjectiveSafe patient care can help reduce treatment costs, morbidity, and mortality. This study aimed to assess dentists’ perceptions of patient safety culture and related factors in the Eastern region of Saudi Arabia.MethodsThis cross-sectional study used a sample of 271 dental professionals working in private and public dental hospitals and clinics in the Eastern region of Saudi Arabia. The Safety Attitude Questionnaire (SAQ), a validated tool consisting of 36 items on a 5-point Likert scale, was used to assess dentists’ perceptions of patient safety culture. The score of SAQ ranges from 0 to 100 and a cut-off ≥ 75 is considered a positive attitude toward patient safety culture.ResultsThere were 53.9% males and 46.1% females in the study with a mean age of 35.56 ± 6.87 years. Almost half of the participants (52%) attended a course on patient safety and 22.1% experienced medical error in the last month. The mean score of the SAQ of the sample was 65.14 ± 13.03 and the patient safety score was significantly related to the marital status (P = 0.041), attendance of patient safety course (P < 0.001), and experience of medical error (P = 0.008). The highest mean score (73.27 ± 20.11) was for the job satisfaction domain, followed by the safety climate domain (67.69 ± 16.68), and working conditions domain (66.51 ± 20.43). About one-quarter of the participants (22.5%) demonstrated positive attitudes toward patient safety culture. Multiple logistic regression analysis showed that dental professionals who attended a patient safety course were 4.64 times more likely to demonstrate positive attitudes toward patient safety than those who did not attend a course (P < 0.001).ConclusionThis study showed that patient safety culture was significantly related to the attendance of safety courses, marital status, and experiencing medical error. About one out of four dental professionals demonstrated a positive attitude towards patient safety culture which was significantly associated with the attendance of the safety course.

The patient safety curriculum: An interventional study on the effectiveness of patient safety education for Jordanian nursing students.

The purpose of the study was to assess the effectiveness of the World Health Organization's (WHO) patient safety curriculum (PSC) in improving the patient safety education for nursing students in Jordanian higher education programmes. An interventional design adopting a pre-test and post-test was used. A questionnaire survey was administered to 373 nursing students before and after the curriculum. Students were asked to complete pre-test and post-test questionnaires on self-awareness of patient safety. Students had moderate knowledge of factors that influence patient safety and scored as the highest, (mean 3.45, SD 0.94). The greatest improvement was in the role of the health organisation in error reporting (the mean difference was 0.97, P = 0.001). Taking into consideration the essential measurements, the results obtained after the post-test regarding the two patient safety topics showed a significant increase after completing the training, demonstrating that the patient safety course was effective. The study highlights the importance of developing a curriculum in nursing schools that incorporates patient safety education. The WHO PSC guide can be a great start in this domain.

Exploring medical and nursing students’ perceptions about a patient safety course: a qualitative study

BackgroundEducating health professionals on patient safety can potentially reduce healthcare-associated harm. Patient safety courses have been incorporated into medical and nursing curricula in many high-income countries and their impact has been demonstrated in the literature through objective assessments. This study aimed to explore student perceptions about a patient safety course to assess its influence on aspiring health professionals at a personal level as well as to explore differences in areas of focus between medical and nursing students.MethodsA dedicated patient safety course was introduced for year III medical and year II and IV nursing students at the Aga Khan University (2021–2022). As part of a post-course assessment, 577 participating students (184 medical and 393 nursing) wrote reflections on the course, detailing its influence on them. These free-text responses were thematically analyzed using NVivo.ResultsThe findings revealed five major themes: acquired skills (clinical, interpersonal), understanding of medical errors (increased awareness, prevention and reduction, responding to errors), personal experiences with patient safety issues, impact of course (changed perceptions, professional integrity, need for similar sessions, importance of the topic) and course feedback (format, preparation for clinical years, suggestions). Students reported a lack of baseline awareness regarding the frequency and consequences of medical errors. After the course, medical students reported a perceptional shift in favor of systems thinking regarding error causality, and nursing students focused on human factors and error prevention. The interactive course format involving scenario-based learning was deemed beneficial in terms of increasing awareness, imparting relevant clinical and interpersonal skills, and changing perspectives on patient safety.ConclusionsStudent perspectives illustrate the benefits of an early introduction of dedicated courses in imparting patient safety education to aspiring health professionals. Students reported a lack of baseline awareness of essential patient safety concepts, highlighting gaps in the existing curricula. This study can help provide an impetus for incorporating patient safety as a core component in medical and nursing curricula nationally and across the region. Additionally, patient safety courses can be tailored to emphasize areas identified as gaps among each professional group, and interprofessional education can be employed for shared learning. The authors further recommend conducting longitudinal studies to assess the long-term impact of such courses.

Patient safety training for ward clerks of an Occupational Mutual Insurance Company collaborating with the Social Security, immediate impact and after six months

Ward Clerks are an essential part of the healthcare team, as they provide administrative and organizational support in healthcare institutions. The aim of this study is to determine the training impact of a basic one-hour online course on patient safety for this staff. A quasi-experimental before/after study carried out on a population of 170 administrative staff working in the centers of an Occupational Mutual Insurance Company (MC Mutual) who took the patient safety course. A convenience sample of 22 administrative professionals, who agreed to participate, was chosen from this population, which made it possible to reconstruct their knowledge before and after the course, by examination and interview, immediately after the course and at 6 months. Of the 170 professionals participating in the course, 167 (98.2%) completed the initial test and the post-test, with mean scores increasing from 5.7 (P1) to 7.3 (P2) (p<0.05). A total of 22 out of a sample of 42 (52.4%) agreed to participate in the interviews and all three interviews were achieved by 21 (E1), 22 (E2) and 19 (E3) professionals, whose mean scores increased from 5.9 (E1) to 7.2 (E2) and 7.5 (E3) (p<0.05). The results suggest that the training course was effective. The evaluation by interview 6 months after the course indicates a likely medium to long term effect. The involvement of administrative professionals in the the Company´s patients care is key. Evaluating the impact of an intervention is essential to inform its effectiveness and guide its planning.

When to co-create education: comparing co-creation discussions before and after a course

ABSTRACTTeachers can co-create education with students at different moments. To maximise advantages of co-creation, we need to understand how timing impacts the nature of co-creation discussions. We therefore aimed to identify differences and similarities in the content of co-creation discussions that took place before and after participation in a course. Fifty-seven medical residents who participated in a patient safety course, were divided in seven groups; four groups co-created beforehand, three groups afterwards. We used template analysis, informed by the 4C/ID model. Groups co-creating beforehand explored design possibilities as course builders, whereas groups co-creating afterwards worked as course content improvers. Complementary strengths of co-creation beforehand and afterwards suggest combining different moments of co-creation.

The Influence of Nursing Student Patient Safety Course (Nurse-PSC) in Increasing Patient Safety Competence in Nursing Students

Patient safety in hospitals cannot be separated from the role of nurses in providing nursing care. Nursing students who practice in the room are part of the system and are required to have patient safety competencies. Therefore, increasing safety competence is needed to support the quality of service by students during clinical practice. The purpose of the study was to determine the effect of the Nursing Student Patient Safety Course (Nurse-PSC) on safety competence (knowledge, skills and attitudes) before and after the course. The study was a quantitative study with a quasi-experimental design with a one-group pretest-posttest design approach. The number of respondents was 46 students who attended the course for eight weeks using e-learning collaboration and face-to-face meetings. Student competence was measured by Quality and Safety Competence (QSC) for bachelor nursing students (QSC-BNS) with 42 questions. The results showed that the respondents' patient safety competence increased significantly after the intervention (ρ &lt; 0.001), all sub-variables of knowledge, skills, and attitude also showed significant improvement (p &lt; 0.001). Therefore, the patient safety course model can be used as an effective form of learning to improve safety competence in nursing students.

Patient safety competence of nursing students and affecting factors

Objectives Patient safety competencies (PSC) of nursing students are, in particular, critical for quality and safe care. In the study, it was aimed to determine the PSC of nursing students and the factors affecting them. Methods This descriptive cross-sectional, relationship-seeking, and comparative study was conducted between February 1st and May 15th, 2022. The sample of the study consisted of 441 students studying at three universities. The data were collected online using the Sociodemographic Data Form and PSC Self-Evaluation Tool. Results In institutions where the study was conducted, students rated their level as above moderate in the PSC. Those aged 23 and over, and those who had received education on patient safety in patient care and drug administration were found to have a higher level of PSC. When the scores that all students obtained from the overall scale and its subscales were compared, it was determined that students of University C had statistically higher overall and subscale scores than those in the other two universities. Conclusion The assessment of PSC and the determination of the influencing variables may shed light on the regulations to be conducted in this regard. Patient safety courses should be included in the nursing curriculum as a compulsory course in two semesters at basic and advanced levels.

Incorporating Patient Safety and Quality Course Into the Nursing Curriculum: An Assessment of Student Gains.

Training nursing students on quality and patient safety (PS) is crucial to ensuring safe healthcare practices given the key role nurses play on the healthcare team. The aim of this study was to evaluate the impact of quality and PS course on the knowledge, and system thinking of students at different stages of the undergraduate nursing course. A 4.5-day quality improvement and PS course was conducted at the Aga Khan University School of Nursing and Midwifery for 146 second- and 139 fourth-year students. Students' knowledge, self-assessment of knowledge and skills, and system thinking were assessed using pretest and posttest. Of the total of 20 points, the course significantly improved students' knowledge by a mean of 4.91 points for second-year students (95% confidence interval [CI], 4.32-5.51) and 3.46 points for fourth-year students (95% CI, 2.90-4.02) between pretest and posttest. For systems thinking, the Systems Thinking Scale scores increased by 0.41 points (95% CI, 0.29-0.52) for second-year students and 0.33 points (95% CI, 0.22-0.44) for fourth-year students out of the total of 5 points. The self-assessment scores significantly increased on postcourse assessment for second (P < 0.05) and fourth-year students (P < 0.001). Positive experience reported by students in the narrative reflections complemented these results. There was a significant increase in nursing students' knowledge, self-efficacy, and system thinking after participating in this short PS course. Replication at a national level may improve safety knowledge and skills among nursing students with subsequent gains in the safety of healthcare delivery in Pakistan.

Insights Into Learning Among Physical Therapy, Medical, and Nursing Students Following a Simulation-Based, Interprofessional Patient Safety Course.

As the need for a strong interdisciplinary approach in the delivery of healthcare services becomes increasingly vital, interprofessional education (IPE) is essential to equip healthcare professionals of the future to deliver better care. IPE encounters using simulation-based education can be a powerful tool in inculcating pre-professional students with foundational tools for successful interprofessional work. This qualitative study explores the learning that occurs during IPE encounters that include nursing, physical therapy, and medical students. The results of this work highlight how important IPE encounters are in uncovering and changing cross-disciplinary notions about knowledge, skills, role, and team contributions. Specifically, our analysis demonstrated that there are common misunderstandings about contemporary roles, knowledge, and skills of physical therapists among both nursing and medical students that can be corrected in IPE encounters. Results also demonstrated that careful planning can bolster opinions of the value of activities embedded as part of a larger course. Moreover, planning and attention to the specific educational needs of all students may prevent any group feeling that their educational needs were not fully met across all disciplines. The findings support the consideration that IPE can be an important method to instill foundational interprofessional knowledge, skills, and attitudes to promote a foundation from which to establish strong career-long interprofessional collaborations. It is important to lay foundational interprofessional skills and appreciation of the 'other' in pre-licensure curricula, but these efforts should not be limited to only pre-licensure programs and need also to be included as part of on-going professional development education, especially as healthcare education, roles, and responsibilities evolve.

Patient safety knowledge, attitude and practice among undergraduate health science students in South West Ethiopia.

Patient safety is minimizing the risk of unnecessary damage associated with healthcare to a minimum. It has been linked as a global precedence area where substantial knowledge gaps exist. Knowledge, attitude, and practice of the healthcare providers toward patient safety have a great influence on the delivery of safe patient care. Regardless of this, the issue has not been adequately addressed in Ethiopia. The main aim of this study was to assess the knowledge, attitude, practice, and factors associated with patient safety practice among undergraduate health science students at Jimma University Institute of Health. An institution-based cross-sectional study design was conducted from May to November 2021. Data were collected from 678 undergraduate health science students using a pretested, structured and self-administered questionnaire. EPI data 3.1 was used for data entry, and SPSS version 25 was used for analysis. A binary logistic regression model was utilized to identify factors associated with outcome variables. An adjusted odds ratio with a 95% confidence interval and P < 0.05 were computed to determine the level of significance. Of the total students, only 293 (43.2%) and 308 (45.4%) had good knowledge and positive attitudes toward patient safety, respectively. Moreover, only 135 (19.9%) of the students had good practices regarding patient safety. Year of study [AOR = 3.75, 95% CI: (2.3, 9.3)], duration on practical attachment [AOR = 2.6, 95% CI: (1.2, 5.9)], and knowledge about patient safety [AOR = 2.9, 95% CI: (1.9, 3.4)] were associated with better patient safety practices. In the current study the practice of patient safety among health science students was low and less than half of the students had good knowledge and favorable attitudes toward patient safety. Patient safety practices were influenced by the length of the clinical attachment, the study year, and the knowledge of patient safety. This calls for patient safety courses to be included in training curricula of undergraduate health sciences students.

Assessing System Thinking in Senior Pharmacy Students Using the Innovative "Horror Room" Simulation Setting: A Cross-Sectional Survey of a Non-Technical Skill.

System thinking is an important competency for all healthcare professionals as it is a required skill to provide safe patient care. However, the literature does not describe how students gain such a skill or the manner in which it is assessed. Purpose: This study aimed to assess pharmacy students' non-technical skills in the form of system thinking and error detection in a simulated setting. Results were correlated with the number of errors students were able to identify in a team-based simulation activity called the "horror room." Patients and methods: A cross-sectional survey was administered after completion of the "horror room" simulation activity to identify elements of system thinking and error detection. Survey respondents were senior students enrolled in a patient safety course. System thinking elements identified in the survey were then linked to the number of errors reported. Results: Sixty-six students participated in the activity. Their mean grade point average (GPA) was 4.72 (standard deviation (SD) 0.22), and the mean number of errors detected was 8 (SD 2). The average total system thinking score (STS) was 68 (SD 8.4). There was no association between the number of errors detected and STS; however, a positive association was found between GPA and STS (Spearman's correlation coefficient = 0.27, p = 0.030). The most common type of error detected was a medication safety error (100%). Conclusions: High STS showed that teaching theory is important for students to learn concepts; however, knowing the ideas associated with system thinking does not necessarily translate into practice, as evidenced by the low number of errors students were able to detect.

Patient safety competencies of nursing students

BackgroundPatient safety is an essential principle of healthcare and an indispensable element of contemporary nursing care. ObjectiveThis study aims to evaluate the patient safety competencies in nursing students. MethodsThis descriptive study was conducted with the participation of 191 nursing students, who received undergraduate education at the department of nursing of a private university in Northern Cyprus during the spring semester of the 2021–2022 academic year. A Descriptive information form and patient safety competency self-evaluation tool (PSCSE) were used for data collection. ResultsKnowledge, skills and attitudes of nursing students on patient safety were satisfactory. Participants obtained the lowest score from the knowledge dimension of the PSCSE. Besides, PSCSE scores increased as age and year level increased. Finally, PSCSE scores of participants, who believed that their knowledge on patient safety was insufficient, were lower. ConclusionFurther studies may analyze the content of patient safety courses in nurse education. Besides, interdisciplinary learning environments may be developed and encouraged to improve patient safety.

Evaluating a patient safety course for undergraduate nursing students: A quasi-experimental study

BackgroundAlthough it has long been recognised that prelicensure education is essential for preparing nurses with the necessary patient safety competencies, patient safety education tends to be inadequately addressed in nursing curricula in South Korea and elsewhere. AimThis study examined the effectiveness of a recently developed 8-week standalone course on patient safety by comparing the patient safety competencies, knowledge, and attitudes of students who attended and did not attend the course, after controlling for baseline levels of each outcome measure. MethodsThe study used a quasi-experimental pretest-posttest design with a non-equivalent comparison group, with 40 undergraduate nursing students in the intervention group, and 67 in the comparison group. Outcomes included the total score and six subscale scores measured with the Health Professional Education in Patients Safety Survey, and the Patient Safety Attitude scale developed by the WHO patient safety program. Additionally, there was an objective measure of patient safety knowledge using 15 multiple-choice questions. FindingsAfter adjusting for baseline scores, Time 2 scores on all outcome measures were significantly higher in the intervention group than the comparison group, indicating the intervention's effectiveness. We found that the largest effect of the course accrued to patient safety knowledge. Overall, the students’ assessment of the course was highly positive. DiscussionOur patient safety course could be a model for teaching patient safety in undergraduate nursing curriculum. ConclusionThis study shows the potential for a standalone patient safety course to increase undergraduate nursing students’ patient safety competencies, knowledge, and attitudes towards patient safety.

Promoting medical student engagement through co-development and peer-assisted learning: a new patient safety course as a case study

IntroductionPeer-assisted learning programs have been focused on providing students with competencies to deliver lectures and facilitate workshops, whereas involvement of students as co-developers of educational programmes has been relatively under-described in the literature. Likewise, the use of students as facilitators in simulation-based training and debriefing is also scarce.In this paper, we describe how medical students were co-developers of a novel course on patient safety and how they were trained as student facilitators to conduct simulation-based training and debriefing, as well as workshops.MethodsMedical students co-developed a course in patient safety consisting of three simulation-based scenarios and three workshops. The students were educated in relevant patient safety topics. They were trained to become student facilitators to conduct workshops, simulations and debriefings at a patient safety course for medical students. A questionnaire was developed to evaluate the course participants´ perception of the learning objectives and the student facilitators following the latest course in 2020. In addition, semi-structured interviews with the student facilitators were conducted to explore their perceptions of being part of the course.ResultsA total of 92% of the course participants completed the evaluation of the course. The majority of the course participants found that the student facilitators created a safe learning environment and had the necessary skills to teach. The learning objectives for the course were found to be useful. A total of 10 interviews with the student facilitators were conducted. We found that the student facilitators were motivated to teach in the course, as a way of improving their teamwork, leadership qualities and communication skills, as well as their resume. Some of the student facilitators mentioned that they were able to create a safe learning environment, whereas others mentioned a feeling of inadequacy for their teacher role. In addition to developing their teaching skills, they mentioned that they developed their medical expertise, alongside their communication-, collaboration-, leadership- and professional skills.ConclusionThis study illustrates how medical students were involved in the co-development, delivery and implementation of a course in patient safety. The evaluation of the course shows that student facilitators succeeded in creating a safe learning environment. The interviews of the student facilitators reveal their various motivations for teaching, in addition to different perceptions of their experience as a student facilitator. Some expressed a positive feeling of being able to establish a safe learning environment, whilst others expressed a feeling of inadequacy when facilitating peers. In addition, the student facilitators indicated that they developed themselves both professionally and personally.

Development of patient safety learning module based on problem based learning for nursing students at the College of Health Sciences

Background: Media education as a means of improving the quality of education is very important in the learning process. The patient safety module learning media is not widely available in accordance with the conditions of field practice used by students as a learning guide for patient safety courses. This study aims to develop a patient safety learning module based on problem-based learning. Methods: The model used in this development is the ADDIE model. The validity test was evaluated by 3 media experts and 3 content experts. The field test was carried out at STIKES Wira Medika involving 3 student learners one to one, 9 small groups. The effectiveness test uses a quasi-experimental design, non-equivalent pretest and post-test control group design, which were selected purposely involving 2 classes of students, 1 class each as the experimental group and 1 group as the control class. Results: The media expert test, content expert, learner and design expert were in the valid category. The mean score of the small group trial results was 0.94 in the good range. There was a difference in the ability to implement (p = 0.0001), pre-test of critical thinking skills (p = 0.003), post-test critical thinking skills (p = 0.001) and learning outcomes (p = 0.0001). Conclusion: The learning module developed has high validity and is effectively used in patient safety learning, so it is recommended to use this learning module in patient safety courses.

Pengembangan Media Pembelajaran Video Pada Patient Safety Virtual Education

The advancement of educational technology necessitates the use of technologically qualified learning media. Video-based learning is one of the learning tools that can help to create an engaging and enjoyable learning environment. This study aimed to develop a video learning media product for patient safety and virtual educational learning. The research design adapts the ADDIE development paradigm, which stands for Analysis, Design, Development, and Implementation, to apply the Research and Development technique. Material and media expert validation was carried out during the development stage by testing the instrument's usability. The trial was carried out by 124 students to see how they reacted as users. According to media and material specialists, video learning medium is valid and appropriate for use in virtual patient safety courses. The average value of 3.79 for user response to video learning medium indicates that there is a high level of interest in learning through the use of video. User response to video learning media by looking at learning interest with an average value of 3.79 means that there is a good interest in learning by using video media to be used in patient safety learning in virtual education. The use of engaging learning media such as films can boost student interest in learning and help them attain skills, which is especially important in virtual patient safety training. It is envisaged that the development can be completed at the evaluation stage, but it will need to be upgraded in order to present an actual simulation that students can understand.

A flexible customizable virtual escape room approach for interprofessional learners

While educational escape rooms are a novel way to stimulate collaboration and enhance team learning, this approach has only been described a few times in the health professions and interprofessional education literature and has tended to be resource intensive. In this report, we describe two educational escape rooms built using freely available technology and implemented with two different cohorts of interprofessional learners in large-scale courses of over 500 students. We sought to demonstrate that a screen-based or virtual escape room approach was feasible, flexible in terms of content and format, and engaging for learners collaborating in small group teams. Cohort 1 of students from the Interprofessional Quality Improvement and Patient Safety course included 510 students on 88 teams. The activity was completed in person as a tabletop exercise utilizing a shared computer. Most students indicated the exercise was worthwhile and posttest scores on a subset of measures of patient safety learning (APSQ-III) were significantly higher than retrospective pretest scores with moderate effect size. Cohort 2 included 523 students in the Foundations of Interprofessional Collaborative Practice course. This cohort completed the activity asynchronously and virtually due to the COVID-19 pandemic. Reactions were generally positive though limited in number. An interprofessional educational virtual escape room proved to be feasible and well-received across two different learner groups, two sets of content, and two modes for group collaboration: in person versus remote. Piloting this approach required only resources that are freely available online and a sustainable level of faculty engagement, enabling implementation at any program size. Similarly designed educational escape rooms may be a worthwhile approach for interprofessional educators across many instructional contexts hoping to increase student engagement and collaboration.

The effect of the COVID-19 pandemic on the patient safety attitude of medical students.

PurposeThis study aimed to examine the differences in scores of the Attitude to Patient Safety Questionnaire (APSQ) by medical students before and after the outbreak of COVID-19.MethodsIn total, 97 and 118 medical students completed patient safety courses at Yonsei University Wonju College of Medicine in 2019 and 2020, respectively. In 2019, the course was conducted using traditional learning in the classroom, whereas, in 2020, most of the classes were conducted using non-face-to-face learning methods.ResultsIn 2019 and 2020, 49 and 53 students responded to the APSQ. Only one item “Patients are not really aware of how safe their care is” had a lower score in 2020 than in 2019.ConclusionAlthough the total APSQ score did not differ between 2019 and 2020, the students in 2020 might have a poor understanding of the role of patients in medical errors.

Patient safety: Knowledge and attitudes of medical and nursing students: Cross-sectional study

AimThe objective of this study to research medical and nursing students’ level of knowledge of patient safety. BackgroundPatient safety represents the foundation of health care quality, while education represents a requirement which has to be fulfilled to achieve and maintain that quality. DesignThe research was conducted as a descriptive/analytical cross-sectional survey, with medical and nursing students being the sample (n = 370). MethodsThe research instrument was the WHO questionnaire “What is Patient Safety? “, which displayed good psychometric characteristics. ResultsThe research results indicate that the study department has a significant influence on the level of students’ knowledge and attitudes to patient safety. Nursing students in their final academic year show statistically significantly higher level of knowledge in relation to the first year students. Medical students are not significantly different, in terms of the level of knowledge and attitudes, in their first and final academic years. ConclusionsKnowledge and attitudes regarding patient safety shown by the students in this survey significantly contribute to the comprehension of the necessity of the implementation and development of patient safety course into the existing curricula and syllabi of all colleges and universities related to health care.

Patient Safety Education in Entry to Practice Pharmacy Programs: A Systematic Review.

The aim of this systematic review was to synthesize, summarize, and evaluate the quality of extant quantitative and qualitative literature related to patient safety in pharmacy education. This systematic review included literature that targeted the content, delivery, and outcomes of patient safety in addition to literature that explored the perspectives of pharmacy students and faculty on how patient safety is integrated within their curricula. A systematic review was conducted. Four electronic databases were searched for articles published between 2000 and 2019: PubMed, MEDLINE, EMBASE, and ScienceDirect. Selection was based on prespecified criteria and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Two independent reviewers selected articles, extracted data, and assessed articles' qualities using the Crowe Critical Appraisal Tool. Discrepancies were resolved by consensus or by consulting a third reviewer. Descriptive synthesis of data was performed. Twenty-five eligible articles were included. The majority of studies originated from United States (n = 15). Educational content involved principles of patient safety, and identification, disclosure, and management of medication errors. There was a lack of standardization on how patient safety is incorporated into the pharmacy curricula. Eleven articles (64%) were interprofessional in nature, delivered as a patient safety course (n = 6), through simulation (n = 3), as seminars (n = 1), or as part of student experiential learning (n = 1). Of the 7 articles discussing delivery of patient safety through courses or modules, 4 (57%) were offered as elective courses. Students' perceptions and attitudes significantly improved after all patient safety interventions, reflecting the importance of addressing patient safety in education to ensure optimum future practice. This systematic review demonstrated how patient safety education was incorporated into pharmacy programs in terms of the content and methods of delivery. It was promising to see patient safety content being delivered interprofessionally and in experiential education. Students and faculty regarded implementing patient safety in education as an essential act to meet future work demands. Longitudinal studies to assess the long-term impact of incorporating patient safety on student behaviors upon graduation and health outcomes are needed.