Preparing Emergency Medicine Residents to Disclose Medical Error Using Standardized Patients

Autor: Carmen N. Spalding, Sherri L. Rudinsky
Jazyk: angličtina
Rok vydání: 2018
Předmět:
Educational Advances
medicine.medical_specialty
020205 medical informatics
genetic structures
media_common.quotation_subject
Online Manuscript
education
Graduate medical education
lcsh:Medicine
02 engineering and technology
Truth Disclosure
Experiential learning
Error Disclosure
03 medical and health sciences
0302 clinical medicine
Excellence
Physicians
Health care
Conflict resolution
0202 electrical engineering
electronic engineering
information engineering
medicine
Humans
030212 general & internal medicine
Curriculum
media_common
Residency Training
Medical Errors
business.industry
Communication
lcsh:R
lcsh:Medical emergencies. Critical care. Intensive care. First aid
Internship and Residency
General Medicine
lcsh:RC86-88.9
Checklist
Patient Simulation
Standardized Patients
Education
Medical
Graduate
Preparedness
Emergency medicine
Emergency Medicine
Clinical Competence
Educational Measurement
business
Simulation
Zdroj: Spalding, Carmen N.; & Rudinsky, Sherri L.(2018). Preparing Emergency Medicine Residents to Disclose Medical Error Using Standardized Patients. Western Journal of Emergency Medicine, 19(1). doi: 10.5811/westjem.2017.11.35309. Retrieved from: http://www.escholarship.org/uc/item/1k26k78b
Western Journal of Emergency Medicine
Western Journal of Emergency Medicine, Vol 19, Iss 1 (2017)
Rudinsky, S; & Spalding, C. (2017). Preparing Emergency Medicine Residents to Disclose Medical Error Using Standardized Patients. Western Journal of Emergency Medicine, 18(5.1). Retrieved from: http://www.escholarship.org/uc/item/92b462jd
DOI: 10.5811/westjem.2017.11.35309.
Popis: Introduction: Emergency Medicine (EM) is a unique clinical learning environment. The American College of Graduate Medical Education Clinical Learning Environment Review Pathways to Excellence calls for “hands-on training” of disclosure of medical error (DME) during residency. Training and practicing key elements of DME using standardized patients (SP) may enhance preparedness among EM residents in performing this crucial skill in a clinical setting. Methods: This training was developed to improve resident preparedness in DME in the clinical setting. Objectives included the following: the residents will be able to define a medical error; discuss ethical and professional standards of DME; recognize common barriers to DME; describe key elements in effective DME to patients and families; and apply key elements during a SP encounter. The four-hour course included didactic and experiential learning methods, and was created collaboratively by core EM faculty and subject matter experts in conflict resolution and healthcare simulation. Educational media included lecture, video exemplars of DME communication with discussion, small group case-study discussion, and SP encounters. We administered a survey assessing for preparedness in DME pre-and post-training. A critical action checklist was administered to assess individual performance of key elements of DME during the evaluated SP case. A total of 15 postgraduate-year 1 and 2 EM residents completed the training. Results: After the course, residents reported increased comfort with and preparedness in performing several key elements in DME. They were able to demonstrate these elements in a simulated setting using SP. Residents valued the training, rating the didactic, SP sessions, and overall educational experience very high. Conclusion: Experiential learning using SP is effective in improving resident knowledge of and preparedness in performing medical error disclosure. This educational module can be adapted to other clinical learning environments through creation of specialty-specific scenarios.
Databáze: OpenAIRE
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