Incorporating Patient Safety and Quality Into the Medical School Curriculum: An Assessment of Student Gains.

Autor:	Ahmed FA; From the Center for Patient Safety, Aga Khan University, Karachi, Pakistan., Asif F; From the Center for Patient Safety, Aga Khan University, Karachi, Pakistan., Mubashir A; From the Center for Patient Safety, Aga Khan University, Karachi, Pakistan., Aboumatar HJ, Hameed M; Department of Anaesthesiology, Aga Khan University, Karachi, Pakistan., Haider A; Medical College, Aga Khan University, Karachi, Pakistan., Latif A
Jazyk:	angličtina
Zdroj:	Journal of patient safety [J Patient Saf] 2022 Sep 01; Vol. 18 (6), pp. 637-644. Date of Electronic Publication: 2022 May 04.
DOI:	10.1097/PTS.0000000000001010
Abstrakt:	Background: Global efforts are being made to improve health care standards and the quality of care provided. It has been shown through research that the introduction of patient safety (PS) and quality improvement (QI) concepts in the medical curriculum prepares medical students to face future challenges in their professional careers. Purpose: This study aimed to evaluate how a brief course on QI and PS affects the knowledge, efficacy, and system thinking of medical students. Methods: A 5-day QI and PS intervention course was implemented at the Aga Khan University medical college for 98 third-year medical students in March 2021. This weeklong course of lectures, interactive sessions, and hands-on skill workshops was conducted before the students began their clinical rotations. Students' knowledge, self-efficacy, and system thinking were assessed with pretest and posttest. Students were also asked to write personal reflections and fill out a satisfaction survey at the end of the intervention. Results: Comparisons of pretest and posttest scores showed that the course significantly improved students' knowledge by a mean of 2.92 points (95% confidence interval, 2.30-3.53; P < 0.001) and system thinking by 0.16 points (95% confidence interval, 0.03-0.29; P = 0.018) of the maximum scores of 20 and 5 points, respectively. The students' self-assessment of PS knowledge also reflected statistically significant increases in all 9 domains ( P < 0.001). Students reported positive experiences with this course in their personal reflections. Conclusions: The medical students exhibited increases in knowledge, self-efficacy, and system thinking after this weeklong intervention. The design of the course can be modified as needed and implemented at other institutions in low- and middle-income countries. A targeted long-term assessment of knowledge and attitudes is needed to fully evaluate the impact of this course. Competing Interests: The authors disclose no conflict of interest. (Copyright © 2022 The Author(s). Published by Wolters Kluwer Health, Inc.)
Databáze:	MEDLINE
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