Safety Learning Research Articles

Translational approaches to the neurobiological study of conditional discrimination and inhibition: Implications for psychiatric disease.

There is a growing number of studies investigating discriminatory fear conditioning and conditioned inhibition of fear to assess safety learning, in addition to extinction of cued fear. Despite all of these paradigms resulting in a reduction in fear expression, there are nuanced differences among them, which could be mediated through distinct behavioral and neural mechanisms. These differences could impact how we approach potential treatment options in clinical disorders with dysregulated fear responses. The objective of this review is to give an overview of the conditional discrimination and inhibition findings reported in both animal models and human neuropsychiatric disorders. Both behavioral and neural findings are reviewed among human and rodent studies that include conditional fear discrimination via conditional stimuli with and without reinforcement (CS+ vs. CS-, respectively) and/or conditional inhibition of fear through assessment of the fear response to a compound CS-/CS+ cue versus CS+. There are several parallels across species in behavioral fear expression as well as neural circuits promoting fear reduction in response to a CS- and/or CS-/CS+ compound cue. Continued and increased efforts to compare similar behavioral fear inhibition paradigms across species are needed to make breakthrough advances in our understanding and treatment approaches to individuals with fear disorders. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

요양병원 입원환자 환자안전사고 위해정도에 영향을 미치는 요인

Purpose: This study aimed to identify the characteristics of patient safety incidents among patients admitted to long-term care hospitals and the factors affecting the severity of these incidents, and provide essential data for developing strategies to prevent and manage patient safety incidents in long-term care hospitals. Method: The study utilized 7,594 patient safety report data collected from 2017 to 2022, based on Patient Safety Reporting and Learning System. Descriptive statistics and cross-analysis were conducted to identify the characteristics of patient safety incidents among inpatients of long-term care hospitals. Multinomial logistic regression analysis was performed to analyze the related factors. All statistical analyses were carried out using the SPSS statistical program. Results: Factors identified as affecting the severity of patient safety incidents in long-term care hospital inpatients included gender, age, primary diagnosis, the impact of COVID-19, the number of beds, the location of the incident, and the type of incident. Conclusion: As the aging population leads to an increase in patient safety incidents in long-term care hospitals, it is crucial to prevent these incidents and ensure their severity does not escalate. This requires systematic safety education for all healthcare workers and efforts such as implementing patient safety incident prevention programs and monitoring systems within long-term care hospitals.

Analysis of the effectiveness and user experience of employing virtual reality to enhance the efficacy of occupational safety and health learning for electrical workers and graduate students

IntroductionThe integration of engineering approaches in education and training is pivotal for reducing workplace incidents. Effective safety education increases workers' awareness of potential risks and fosters a robust Occupational Safety and Health (OSH) culture. Virtual reality (VR) offers immersive experiences that enhance the efficacy of safety training. MethodThis study evaluated VR's effectiveness through two experiments that demonstrated improved learning capacities. The first study employed quantitative methods and quasi-experiments with electrical sector technical support professionals. The second study used a qualitative approach with scenario case studies involving graduate students. ResultsThe quantitative study revealed significant improvements in OSH understanding among electrical workers, highlighting VR-based training's superiority over traditional methods. The qualitative study found positive outcomes in VR usability and user experience among graduate students, affirming VR's effectiveness in OSH education. ConclusionVR has proven to be an effective and efficient training tool for both graduate students and experienced workers. It significantly advances skills, knowledge, and proficiency in electrical engineering by providing realistic, immersive, and tailored learning experiences. As VR technology continues to evolve, its role in shaping the future of electrical technical education and training appears increasingly promising.

Building resilience and teaching learners about sustainable living through outdoor swimming and water safety learning

ABSTRACT A new curriculum was implemented in Norwegian schools in 2020 that aimed to teach learners about sustainable living through outdoor swimming and water safety (SWS). Employing sense of coherence (SOC) as a theoretical framework, this study examines how teachers built resilience and taught learners sustainable living through outdoor SWS lessons, focusing on comprehensibility, manageability, and meaningfulness. It was conducted in Norway during outdoor SWS lessons at a local beach. Observations and photo-elicitation interviews (PEIs) were conducted with two primary school teachers. Data were analysed using template analysis, with SOC forming the a priori themes. Findings revealed that teachers facilitated resilience building through experiential learning, allowing learners to engage with tasks, peers, and their environment. Exposing learners to adverse water situations and giving them control over their learning process may build resilience and well-being. Furthermore, teachers’ insights into outdoor learning processes can inspire better policies and practices for sustainable, health-promoting education.

Broadening the scope: Multiple functional connectivity networks underlying threat conditioning and extinction

Abstract Threat learning processes are thought to be foundational to anxiety and fear-related disorders. However, the study of these processes in the human brain has largely focused on specific brain regions, owing partly to the ease of translating between these regions in human and nonhuman animals. Moving beyond analyzing focal regions of interest to whole-brain dynamics and connectivity during threat learning is essential for understanding the neuropathology of fear-related disorders in humans. In this study, 223 participants completed a 2-day Pavlovian threat conditioning paradigm while undergoing fMRI. Participants completed threat acquisition and extinction. Extinction recall was assessed 48 hours later. Using a data-driven group independent component analysis (ICA), we examined large-scale functional connectivity networks during each phase of threat learning. Connectivity networks were tested to see how they responded to conditioned stimuli during early and late phases of threat acquisition and extinction as well as during early trials of extinction recall. A network overlapping with the default mode network involving hippocampus, ventromedial prefrontal cortex (vmPFC), and posterior cingulate was implicated in threat acquisition and extinction. Another network overlapping with the salience network involving dorsal anterior cingulate cortex (dACC), mPFC, and inferior frontal gyrus was implicated both in threat acquisition and in extinction recall. Other networks overlapping with parts of the salience, somatomotor, visual, and frontoparietal networks were involved in the acquisition or in the extinction of learned threat responses. These findings help support the functional cooperation of specific brain regions during threat learning in a model-free fashion while introducing new findings of spatially independent functional connectivity networks during threat and safety learning. Rather than being a single process in a core network of regions, threat learning involves multiple brain networks operating in parallel performing different functions at different timescales. Understanding the nature and interplay of these dynamics will be critical for comprehensive understanding of the multiple processes that may be at play in the neuropathology of anxiety and fear-related disorders.

The influence of supervisory support on clinical learning as experienced by Czech Nursing and health professional students in the context of patient safety events: A qualitative study

AimTo explore the influence of supervisory and mentoring relationships on the clinical learning experiences of Czech Nursing and health professional students in the context of patient safety events BackgroundClinical experience is integral to healthcare education, shaping skills, behaviours, values and professional identity. During clinical placements, students may encounter memorable patient safety events and experience varied reactions from mentors/supervisors/others. Some research has highlighted challenges faced by students on clinical placement. Few studies involve multiple professions, most emanating from Western Europe, the UK, the USA and Australia with little relating to central European countries such as the Czech Republic. DesignTwo stage interpretivist qualitative study based in social constructionism MethodsConvenience sample across 13 undergraduate and 18 postgraduate health professions courses. Stage 1 (2022): using SLIPPS Learning Event Recording Tool translated into Czech. 20 students’ (Midwifery=11, Nursing=1, Paramedic=1, Occupational therapy =7) submitted 21 patient safety learning event narratives. Stage 2 (2022): Focus group with 2 nursing and nine midwifery students. Phased thematic analysis involving multiple researchers. ResultsThree themes illustrate the circumstances and impact of placement mentoring/supervision experiences, conceptualised as: ‘Clinical and Emotional Companionship’, ‘Clinical and Emotional Abandonment’ and ‘Sense of agency - Professional and personal growth’. ‘Companionship’ reflected the students’ feelings of being welcomed, respected, heard, trusted and supported. Conversely ‘abandonment’ emerged from feelings of being unheard, vulnerable, humiliated, afraid, leaving students feeling abandoned, lonely and ‘useless’. Notwithstanding these conditions, students showed the ability to identify patient safety issues with agency evident in reactions such as stepping-in to try to ameliorate a situation, rather than speaking-up. Professional and personal growth was also apparent in their narratives and a conceptual diagram illustrates the students’ learning journeys in a patient safety context. ConclusionThe findings and new conceptualisations around abandonment and companionship emerging from this study expand the evidence base regarding the profound impact of clinical experience and mentorship/supervision on learning and students’ emotional wellbeing. A sense of companionship appears to play a buffering role even in challenging circumstances of involvement in or witnessing compromised patients’ safety. Allowing students a sense of belonging, to vent, grow, feel supported and safe to ask/learn - contributing to ‘emotional safety for learning’, promotes students’ behaviour that may prevent/minimize hazards or ameliorate the aftermath. However, we must not simply blame mentors/supervisors, staff, or the students themselves- they are simply part of a much larger complex environment of professional education encompassing hidden curriculums, power dynamics and professional socialisation.

Improving Safety through a Virtual Learning Collaborative.

Frontline healthcare safety leaders require expertise and confidence to manage local safety programs effectively yet are confronted with substantial challenges in identifying risk and reducing harm. We convened a multidisciplinary safety learning collaborative in a children's hospital pediatric department and used the Institute for Healthcare Improvement's Breakthrough Series model. Participants attended four virtual education sessions over 13 months (September 2020-September 2021) focused on identifying harm and using tools to improve safety. We analyzed departmental safety data monthly throughout the collaborative. The primary outcome was the development of improvement projects using direct application of the session content. The secondary outcome was participant confidence in improving safety via pre- and postsurveys. Seventy clinicians and quality consultants participated. Fifteen divisional safety improvement projects were initiated. The percentage of survey respondents who reported feeling "completely confident" in their ability to improve safety increased from 26% (n = 39) to 58% (n = 26) from September 2020 to September 2021 (P = 0.01) and maintained at 65% 1 year after the end of the collaborative. We observed a decrease in the mean rate of reported inpatient preventable and possibly preventable moderate/serious/catastrophic events per 1000 bedded days from 1.10 (baseline) to 0.71 (intervention period). Through a collaborative effort in a virtual learning environment, we facilitated the development of fifteen safety projects, increased leaders' confidence in improving safety, and saw improved inpatient safety. This approach, which involves healthcare professionals from various disciplines, may be effectively adapted to other settings.

Development of a survey to support assessment of safety learning systems

BackgroundPatient safety learning systems play a critical role in supporting safety culture in healthcare organisations. A lack of explicit standards leads to inconsistent implementation across organisations, causing uncertainty about their...

Investigating the immediate and mid-term effect of a gamified e-learning platform for the enhancement of traffic knowledge and skills among Vietnamese adolescents operating powered two-wheelers

Introduction: Traffic crashes caused by adolescents are being assessed as particularly serious and a common concern of society as a whole. Improving traffic knowledge and skills is crucial in reducing adolescent traffic crashes. Objectives: This study aimed to investigate the effects of a gamified e-learning platform on traffic knowledge and skills among adolescents (aged 15–18) in Vietnam. Method: Using a pretest–posttest design, this quasi-experimental study, included 350 participants within the intervention group and 350 participants within the control group. All participants were selected from three high schools in Ho Chi Minh City in Vietnam. Intervention group participants got a gamified traffic safety learning experience with a gamified e-learning platform, while control group participants received general traffic safety education through conventional methods using short videos. The effect was measured via tests focusing on traffic knowledge and skills. Data were subsequently collected from both groups before (i.e., pretest) and immediately after (i.e., posttest 1) following the education. In addition, within the intervention group also a second posttest (i.e., posttest 2) was conducted six months after following the education. Results: A significant increase in scores on posttest 1 compared to the pretest was found in the intervention group but not in the control group. Also, among the intervention group, the scores in posttest 2 were significantly better than those in the pretest, however, there was no difference in scores between posttest 1 and posttest 2. Conclusion: The results of this study indicated that the gamified e-learning platform cannot only improve participants’ knowledge of traffic safety but also help participants retain such knowledge for at least six months. Practical implications: The study findings can reinforce the important role of traffic safety education in improving adolescent traffic knowledge and skills.

The role of objective sleep in implicit and explicit affect regulation: A comprehensive review

Impairments in sleep and affect regulation are evident across a wide range of mental disorders. Understanding the sleep factors that relate to affect regulatory difficulties will inform mechanistic understanding and aid in treatment. Despite rising interest, some research challenges in this area include integrating across different clinical and non-clinical literatures investigating the role of sleep architecture (measured with polysomnography) and experimentally manipulated sleep, as well as integrating more explicit versus implicit affect regulation processes. In this comprehensive review, we use a unifying framework to examine sleep's relationship with implicit-automatic regulation and explicit-controlled regulation, both of which are relevant to mental health (e.g., PTSD and depression). Many studies of implicit-automatic regulation (e.g., fear extinction and safety learning) demonstrate the importance of sleep, and REM sleep specifically. Studies of explicit-controlled regulation (e.g., cognitive reappraisal and expressive suppression) are less consistent in their findings, with results differing depending on the type of affect regulation and/or way that sleep was measured or manipulated. There is a clear relationship between objective sleep and affect regulation processes. However, there is a need for 1) more studies focusing on sleep and explicit-controlled affect regulation; 2) replication with the same types of regulation strategies; 3) more studies experimentally manipulating sleep to examine its impact on affect regulation and vice versa in order to infer cause and effect; and 4) more studies looking at sleep's impact on next-day affect regulation (not just overnight change in affect reactivity).

Leadership and safety culture in drilling operations: strategies for zero incidents

This paper offers an overview of key strategies, emerging trends, and collective efforts required to attain zero incidents in drilling operations. The journey towards zero incidents begins with the establishment of clear safety objectives and expectations, fostering a culture of accountability and continuous improvement, implementing effective training and communication programs, harnessing technology for risk assessment and incident prevention, and promoting employee engagement and involvement in safety initiatives. These strategies serve as pillars for building a robust safety framework that safeguards the well-being of individuals involved in drilling operations. Emerging trends in leadership and safety culture reflect a shift towards transformational leadership, psychological safety, data-driven decision-making, technology integration, and continuous learning and development. These trends underscore the importance of proactive risk management, employee empowerment, and technological innovation in driving safety excellence and achieving zero incidents. A call to action is essential for fostering an industry-wide commitment to safety culture in drilling operations. It requires collaboration and collective effort from all stakeholders, including companies, regulators, industry associations, and employees. By prioritizing safety as a core value and business imperative, investing in leadership development, safety training, technology integration, and continuous improvement initiatives, organizations can create safer work environments and drive towards zero harm. The vision for a future with zero harm in drilling operations is one where every individual returns home safely at the end of each day, incidents are minimized, and safety excellence is celebrated. Achieving zero incidents requires a collective commitment from all stakeholders, from organizational leaders to frontline workers, from regulators to industry associations. Through collaboration, innovation, and unwavering dedication to safety, we can turn the vision of zero harm into a reality in drilling operations. Keywords: Drilling, Safety Leadership, Zero Incidents, Safety Culture, Continuous Improvement, Stakeholder Engagement.

Methodological approaches to the problem of forming professional competence of future bachelors in electronics in higher education institutions

In this research, the author delves into the results of a thorough study and analysis of methodological approaches to shaping the professional competence of future electronics bachelor’s students in higher education institutions. The focus is on an integrated approach to learning, combining technical components and interdisciplinary connections, and fostering the holistic development of students. This allows for a nuanced portrayal of the multifaceted process of shaping professional competence in the current realities of higher education. The author presents an analysis of scientific inquiries directly or indirectly related to the issue of forming professional competence in future electronics bachelor’s students in higher education institutions. The inadequacy of the study on the chosen issue is noted, necessitating a systematic investigation and the identification of specific measures for optimizing the process of shaping professional competence in electronics. The research also highlights the peculiarities of the impact of military conflict conditions on the process of forming professional competence in future electronics bachelor’s students in Ukrainian higher education institutions. Possible limitations in access to educational resources are analyzed, emphasizing the need for adjusting educational programs in the context of wartime conflict. The focus is directed towards analyzing adaptation strategies of higher education to new realities and developing effective methods to ensure safety and quality learning during military actions. The study underscores the necessity of developing innovative teaching approaches, flexibility in higher education responses to global changes, and establishing effective collaboration with the industry. Overall, the research indicates the relevance of combining technical and humanitarian aspects in the higher education of future electronics professionals and reveals prospects for educational institutions in shaping highly qualified experts capable of meeting the challenges of the contemporary technological world

Medication-related incidents in acute care hospitals among different age groups: An analysis of national patient safety report data.

This study aimed to perform a nationwide analysis of medication errors (MEs) from hospitals using national reporting system data and to compare the ME patterns among different age groups. We analyzed medication-related incidents in acute care hospitals reported to the Korean Patient Safety Reporting and Learning System (KOPS), which is a patient safety reporting system, from July 2016 to December 2020. The stages of the medication use process, type of errors, medication class involved in MEs, and degree of harm were analyzed. Among a total of 5071 medication-related incidents, 37.7% (1911 cases) were incidents that caused patient harm and 1.2% caused long-term, permanent, and fatal harm. The proportion of medication-related incidents that resulted in harm was the highest among the <1-year-old age group (67 cases, 51.5%), followed by the elderly (≥ 65 years) (828 cases, 40.9%). The cases leading to patient death were most frequently reported in patients aged ≥65 years. Medication-related incidents occurred mainly in the administration stage (2954 cases, 58.3%), and wrong dose was the most frequently reported ME type. The most prevalent medication class occurring in the 20-64-year age group (256 cases, 11.7%) was 'antibacterials for systemic use', whereas 'contrast media' (236 cases, 11.6%) and 'blood substitutes and perfusion solutions' (98 cases, 19.3%) were the most prevalent drug classes in the ≥65- and <20-year-old age groups, respectively. It is necessary to establish guidelines for the prevention of medication-related incidents according to the medication use process and patient age group.

Cinemeducation to teach patient safety: an experience in medical students

From early in medical school, students need to learn about patient safety, and how to prevent and reduce risks, errors and harm that occur to patients during health care provision. Cinemeducation is a teaching methodology that uses fragments of feature films or TV series in medical education. We hypothesized that cinemeducation could help simplify the comprehension of complex situations for students, aiding in the learning of patient safety and the understanding of human behaviors that impact it. This concept stands as an integral component within a comprehensive medical humanities approach. The study population was the 70 medical students of the second course of a six-year undergraduate program. In a 2-h class, after learning objectives were established, students watched a fragment from TV series The Resident centered on adverse events, and discussed them afterward. To measure learning achievements, we administered a 10-question multiple-choice pre and post-test and a 2-question open-essay post-test. Given the complexity of the concepts related to patient safety, we used a mixed quali-quantitative approach. An exploratory descriptive and content analysis was performed. Sixty-eight students participated and completed the questionnaires. Despite high pre-intervention scores, post-intervention scores improved (mean difference 0.779, 95% CI: 0.475–1.083, p < 0.001). The open-essay questions provided more information about the learning points, mostly related to the understanding of system error and preventive measures against adverse events. Classical teaching methods may be insufficient for learning how to deal with complex situations in hospital contexts. Our results show that cinemeducation may significantly improve learning on patient safety. Cinemeducation methodology can be effective in teaching some complex concepts in medical education. The integration of cinemeducation within medical education, through the lens of medical humanities, offers a dynamic approach to teaching patient safety. By using cinematic narratives to explore intricate medical scenarios, students engage with real-world complexities and the influence of human factor, enhancing their understanding.

A qualitative study of transformative learning during internships

PurposeThe purpose of this study is to document the process of transformative learning during students’ internships.Design/methodology/approachA qualitative study was conducted with 13 interviewed students to gain deeper insights into their learning experiences during their internships. Their weekly reflections from their 6 month’s internship experience were also coded for common themes.FindingsThe study found numerous trigger events ranging from task-related challenges to interpersonal challenges to environmental challenges led to mindset shifts in students during their internships. The mindset shifts are enabled by students engaging in the trigger events through asking questions, seeking information and reflecting. Other enablers of these mindset shifts are workplace psychological safety, social support and individual learning orientation. The conclusion drawn is that trigger events and enabling resources such as external support are central to healthy mindset shifts and learning.Practical implicationsThis paper provides important guidance for supporting transformative learning during student internships.Originality/valueThis paper provides important guidance for supporting transformative learning during student internships.

Effect of Banditry on School Attendance Among Students in Sakaba Local Government Area, Kebbi State, Nigeria

This research work studied the Effect of Banditry on School Attendance among Students in Sakaba Local Government Area of Kebbi State, Nigeria. This study used a mixed method. This is a case study and the population of the study comprised 5434 students, 60 teachers and 2717 parents. The sampling techniques used were purposive sampling for the selection of schools, systematic sampling for the selection of parents and convenient sampling for the selection of teachers. Two instruments for data collection were used; Focus Group Discussions (FGD) and a Questionnaire. The validity of the instruments was determined by experts in the field of measurement and evaluation while a reliability index of 0.76 for the Questionnaire was arrived at after conducting a test re test. The reliability of the Qualitative instrument was determined through administration on a wide range of participants outside the study area. Analysis was done using Statistical Package for Social Sciences (SPSS) version 20 and percentages. The findings were presented in the form of tables, figures and analytical descriptions using themes and sub-themes. The study revealed the problems faced and the effects of Banditry on Secondary School attendance such as: the feeling of fear and anxiety, trauma and psychological impact, disruption of daily school routines and extra-curricular activities, lack of safety measures, displacement and destruction of infrastructure and economic impact among others. The study recommended that to ensure safety, security and safe learning environment, parents and guardians should be engaged in discussion on safety measures.

Team functioning in Neurorehabilitation: a mixed methods study

ABSTRACT The objective of this study was to enhance understanding of team functioning in a neurorehabilitation team by identifying the factors that impede and facilitate effective interprofessional team collaboration. We focused on team identification, psychological safety, and team learning, and conducted the research at a neurorehabilitation center treating young patients with severe acquired brain injury in the Netherlands. A mixed-methods approach was employed, integrating quantitative data from questionnaires (N = 40) with qualitative insights from a focus group (n = 6) and in-depth interviews (n = 5) to provide a comprehensive perspective on team dynamics. Findings revealed strong team identification among participants, denoting a shared sense of belonging and commitment. However, limited psychological safety was observed, which negatively affected constructive conflict and team learning. Qualitative analysis further identified deficiencies in shared mental models, especially in shared decision-making and integrated care. These results highlight the crucial role of psychological safety in team learning and the development of shared mental models in neurorehabilitation settings. Although specific to neurorehabilitation, the insights gained may be applicable to enhancing team collaboration in various healthcare environments. The study forms a basis for future research to investigate the impact of improvements in team functioning on patient outcomes in similar settings.

Sex-specific modulation of safety learning in Shank2-deficient mice

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by impaired perceptual processing and social communication, intellectual disabilities, and repetitive behaviors. Interestingly, while not a core symptom, anxiety disorders frequently co-occur in individuals with ASD and deficits in safety learning have been described in patients with anxiety-related disorders. Because genetic factors, such as SHANK deficiency (loss-of-function mutations), have been linked to ASD, the aim of the present study was to investigate whether Shank2 deficiency interferes with associative fear and safety signal learning. To first investigate trait anxiety, male and female Shank2-deficient mice were exposed to a light-dark box test. Mice were then submitted to a combination of contextual fear conditioning and single-cue safety conditioning. The results show that Shank2 deficiency increases trait anxiety but reduces contextual fear learning. In male but not female Shank2-deficient mice, reduced single-cued safety learning was observed. This safety learning deficit was not caused by altered anxiety levels, increased locomotor activity, or reduced contextual fear since these changes were also observed in female Shank2-deficient mice. Concluding, our data indicate that the observed safety learning deficits in Shank2-deficient male mice could contribute to the emotional symptoms observed in ASD and the high comorbidity with anxiety-related disorders.

Clinical Informatics Team Members' Perspectives on Health Information Technology Safety After Experiential Learning and Safety Process Development: Qualitative Descriptive Study.

Although intended to support improvement, the rapid adoption and evolution of technologies in health care can also bring about unintended consequences related to safety. In this project, an embedded researcher with expertise in patient safety and clinical education worked with a clinical informatics team to examine safety and harm related to health information technologies (HITs) in primary and community care settings. The clinical informatics team participated in learning activities around relevant topics (eg, human factors, high reliability organizations, and sociotechnical systems) and cocreated a process to address safety events related to technology (ie, safety huddles and sociotechnical analysis of safety events). This study aimed to explore clinical informaticians' experiences of incorporating safety practices into their work. We used a qualitative descriptive design and conducted web-based focus groups with clinical informaticians. Thematic analysis was used to analyze the data. A total of 10 informants participated. Barriers to addressing safety and harm in their context included limited prior knowledge of HIT safety, previous assumptions and perspectives, competing priorities and organizational barriers, difficulty with the reporting system and processes, and a limited number of reports for learning. Enablers to promoting safety and mitigating harm included participating in learning sessions, gaining experience analyzing reported events, participating in safety huddles, and role modeling and leadership from the embedded researcher. Individual outcomes included increased ownership and interest in HIT safety, the development of a sociotechnical systems perspective, thinking differently about safety, and increased consideration for user perspectives. Team outcomes included enhanced communication within the team, using safety events to inform future work and strategic planning, and an overall promotion of a culture of safety. As HITs are integrated into care delivery, it is important for clinical informaticians to recognize the risks related to safety. Experiential learning activities, including reviewing safety event reports and participating in safety huddles, were identified as particularly impactful. An HIT safety learning initiative is a feasible approach for clinical informaticians to become more knowledgeable and engaged in HIT safety issues in their work.

Integrating Patient Safety Discussions with First-Year Doctor of Pharmacy Students in a Skills Lab Course.

The patient safety problem has been well established for over 20 years in the United States (U.S.), and there is a recognized focus on ensuring that health professions' trainees receive explicit education in various patient safety principles and practices. While the literature provides examples of different approaches towards patient safety education for pharmacy students, there are few that focus on first-year pharmacy students. This educational observational study describes the implementation and evaluation of two 20 min patient safety learning activities integrated into a required pharmacy skills lab course. The first learning activity utilized a mock prescription and patient safety checklist that had students identify patient safety problems on the prescription, followed by a group discussion of implications for the patient. The second learning activity used images of common safety problems with a facilitated group discussion to have students identify systems-based solutions to those problems. Our study's findings revealed that students were able to identify basic patient safety problems and safety solutions, although some additional foundational information may be needed, particularly for students who may not have pharmacy work experience. Additional research is needed to continue building a literature base on patient safety education approaches, particularly for first-year pharmacy students.