An observational descriptive study of formal patient safety curriculum in canadian undergraduate medical education the ottawa hospital
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An observational descriptive study of formal patient safety curriculum in canadian undergraduate medical education the ottawa hospital

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  • What is Patient Safety? <br /> CPSI defines it as: <br />

An observational descriptive study of formal patient safety curriculum in canadian undergraduate medical education the ottawa hospital An observational descriptive study of formal patient safety curriculum in canadian undergraduate medical education the ottawa hospital Presentation Transcript

  • An Observational Descriptive Study of Formal Patient Safety Curriculum in Canadian Undergraduate Medical Education Hoang Pham, MD 2016, BSc, BA, Faculty of Medicine, University of Ottawa Dr. Sherissa Microys, MD, FRCPC, Department of Critical Care, The Ottawa Hospital Dr. Amy Nakajima, MD, FRCSC, Department of Obstetrics & Gynecology, The Ottawa Hospital
  • Context and Problem/Issue: Increasing the training of medical students in patient safety (PS) has been identified as a potential vehicle by which to improve the provision of safe and effective healthcare. However, progress has been slow, despite calls to action and a rapidly growing awareness of the importance of PS teaching in Canadian Undergraduate Medical Education (UGME) The objective of this study is to describe the present status of formal PS curricula in Canadian UGME and to identify barriers to increasing PS curriculum. This study focuses on PS content & delivery, extracurricular opportunities, encountered challenges, PS teaching strategies & resources, and anticipated future developments. Contribution to Patient Safety and Quality Improvement •Our study proposes to deliberately and systematically seek and solicit comprehensive information regarding PS teaching in Canadian UGME that is currently unpublished and publically unavailable. •This study also will highlight the directions that medical education leadership envisions for future PS teaching. •Ultimately, the purpose of this study is to achieve a better understanding of how to teach and learn PS competencies at the UGME level. Intervention: This is an observational descriptive survey looking at PS curricula at all 17 Canadian medical schools using telephone interviews. A preliminary environmental scan of medical school websites was performed as part of this project; 4 of 17 schools had explicit information about formal PS curricula.
  • Measurement Table 1. Formal Patient Safety Curriculum Across Canada Medical School Dalhousie University McGill University McMaster University Memorial University Northern Ontario School of Medicine Queen’s University Université de Montréal Université Laval Université de Sherbrooke University of Alberta University of British Columbia University of Calgary University of Manitoba University of Ottawa University of Saskatchewan University of Toronto Western University Formal Patient Safety Curriculum explicitly available online No Yes No No No IHI Open School Chapter Listed on the IHI Chapter Directory Yes Yes Yes Yes Yes No No No No No No Yes Yes No No Yes Yes No No Yes Yes Yes Yes Yes Yes Yes No Yes No Table 2. Delivery of Patient Safety Curriculum Medical School Teaching Methods (Didactic, Experiential, Both) Size of Learner Group (Large, Small, Both) Time Devoted (Episodic, Longitudinal, Elective-only) Year of Instruction (1, 2, 3, 4) Online Resource McGill University Didactic Large Longitudinal 2, 3, 4 CMPA Good Practices Guide University of Ottawa University of Saskatchewan Didactic Large Longitudinal 1, 3 None Both Small Elective-only 4 Select modules from the IHI Open School University of Toronto Both Both Episodic 3 Select modules from the IHI Open School
  • Measurement Continued Content Gaps in Formal Patient Safety Curriculum McGill University: Domain 4 (key competencies 2 &3), Domain 5 (key competency 3) University of Ottawa: Domain 1 (key competency 3), Domain 3 (key competency 4) University of Saskatchewan: no gaps, but this a 2-3 week 4th year medical student elective-only patient safety curriculum University of Toronto: Domain 1 (key competency 3), Domain 2 (key competencies 2 & 4), Domain 3 (key competencies 1, 2, & 3), Domain 4 (key competencies 1 &3), Domain 5 (all key competencies), Domain 6 (key competencies (1, 2, 4, & 5) Lessons Learned •From this environment scan, PS curricula in Canadian UGME appears inconsistent and does not meet address all the key competencies outlined in the Canadian Patient Safety Institute (CPSI) The Safety Competencies framework. Schools are likely experiencing certain difficulties in providing this curriculum and will need to consider ways to overcome challenges. •Common topics covered included PS culture, effective teamwork & communication, systems approach, human factors, and reporting and disclosure of adverse events. •There were diverse approaches to teaching PS. PS was often taught through didactic learning in large group settings. •Time devoted to PS training varied greatly: episodic, longitudinal, or elective-only. PS teaching was often given just prior to beginning clinical rotations. •The IHI Open School modules and the CMPA Good Practices Guide were the two most commonly used online resources to teach PS to medical students. •PS electives and research opportunities for medical students were very limited. Most Canadian medical schools had an IHI Open School chapter. •Limitations: These preliminary results are based solely on available information online. An application to REB has been submitted to systematically seek out comprehensive information regarding PS teaching in Canadian UGME that is currently unpublished and publically unavailable