Assessing the impact of teaching patient safety principles to medical students during surgical clerkships

Kenneth Stahl, Jeffrey Augenstein, Carl I Schulman, Katherine Wilson, Mark Mckenney, Alan Livingstone

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Background: A critical aspect of enhancing patient safety is modifying the healthcare safety culture. We hypothesize that students who participate in safety curricula are knowledgeable regarding patient safety and likely to intervene to avoid patient errors. Methods: A two-part patient safety curriculum was taught: introductory theories (first year) and a clinically oriented course during surgery rotations (third year). All students participated in the first year introduction and a random cohort of students (62.6%, N = 67) participated in the third year program. Multiple choice tests and web-based surveys were administered. Statistical analysis was carried out using Student's t-test for comparisons of test mean scores and z-test for comparison of the survey data. Results: Students who participated in both years' curricula scored higher on didactic test than those who participated in only the first year course (82.9% versus 75.5%, P < 0.001). More students participating in both portions of the curricula intervened during at least one clinical encounter to avoid a patient error (77% versus 61%, P < 0.05). Students rated junior house-staff more receptive to patient safety suggestions than surgical fellows and faculty (84% versus 66%, P < 0.05); 75% of students rated their surgical clerkship exposure to patient safety somewhat/extremely valuable compared with 54% students who rated the first year exposure as somewhat/extremely valuable (P < 0.05). Conclusion: Medical students who have practical applications of patient safety education reinforced during surgery rotations are knowledgeable and willing to intervene in patient safety concerns. Teaching clinically relevant patient safety skills influences positive behavioral changes in medical students' performance on surgical teams.

Original languageEnglish
JournalJournal of Surgical Research
Volume170
Issue number1
DOIs
StatePublished - Sep 1 2011

Fingerprint

Patient Safety
Medical Students
Teaching
Students
Curriculum
Safety Management
Internship and Residency
Delivery of Health Care
Safety
Education

Keywords

  • crew resource management
  • culture patient safety residents and staff
  • medical student education
  • patient safety
  • team training

ASJC Scopus subject areas

  • Surgery

Cite this

Assessing the impact of teaching patient safety principles to medical students during surgical clerkships. / Stahl, Kenneth; Augenstein, Jeffrey; Schulman, Carl I; Wilson, Katherine; Mckenney, Mark; Livingstone, Alan.

In: Journal of Surgical Research, Vol. 170, No. 1, 01.09.2011.

Research output: Contribution to journalArticle

@article{9d3801f924dc48679e9f4a1a24e73746,
title = "Assessing the impact of teaching patient safety principles to medical students during surgical clerkships",
abstract = "Background: A critical aspect of enhancing patient safety is modifying the healthcare safety culture. We hypothesize that students who participate in safety curricula are knowledgeable regarding patient safety and likely to intervene to avoid patient errors. Methods: A two-part patient safety curriculum was taught: introductory theories (first year) and a clinically oriented course during surgery rotations (third year). All students participated in the first year introduction and a random cohort of students (62.6{\%}, N = 67) participated in the third year program. Multiple choice tests and web-based surveys were administered. Statistical analysis was carried out using Student's t-test for comparisons of test mean scores and z-test for comparison of the survey data. Results: Students who participated in both years' curricula scored higher on didactic test than those who participated in only the first year course (82.9{\%} versus 75.5{\%}, P < 0.001). More students participating in both portions of the curricula intervened during at least one clinical encounter to avoid a patient error (77{\%} versus 61{\%}, P < 0.05). Students rated junior house-staff more receptive to patient safety suggestions than surgical fellows and faculty (84{\%} versus 66{\%}, P < 0.05); 75{\%} of students rated their surgical clerkship exposure to patient safety somewhat/extremely valuable compared with 54{\%} students who rated the first year exposure as somewhat/extremely valuable (P < 0.05). Conclusion: Medical students who have practical applications of patient safety education reinforced during surgery rotations are knowledgeable and willing to intervene in patient safety concerns. Teaching clinically relevant patient safety skills influences positive behavioral changes in medical students' performance on surgical teams.",
keywords = "crew resource management, culture patient safety residents and staff, medical student education, patient safety, team training",
author = "Kenneth Stahl and Jeffrey Augenstein and Schulman, {Carl I} and Katherine Wilson and Mark Mckenney and Alan Livingstone",
year = "2011",
month = "9",
day = "1",
doi = "10.1016/j.jss.2011.04.031",
language = "English",
volume = "170",
journal = "Journal of Surgical Research",
issn = "0022-4804",
publisher = "Academic Press Inc.",
number = "1",

}

TY - JOUR

T1 - Assessing the impact of teaching patient safety principles to medical students during surgical clerkships

AU - Stahl, Kenneth

AU - Augenstein, Jeffrey

AU - Schulman, Carl I

AU - Wilson, Katherine

AU - Mckenney, Mark

AU - Livingstone, Alan

PY - 2011/9/1

Y1 - 2011/9/1

N2 - Background: A critical aspect of enhancing patient safety is modifying the healthcare safety culture. We hypothesize that students who participate in safety curricula are knowledgeable regarding patient safety and likely to intervene to avoid patient errors. Methods: A two-part patient safety curriculum was taught: introductory theories (first year) and a clinically oriented course during surgery rotations (third year). All students participated in the first year introduction and a random cohort of students (62.6%, N = 67) participated in the third year program. Multiple choice tests and web-based surveys were administered. Statistical analysis was carried out using Student's t-test for comparisons of test mean scores and z-test for comparison of the survey data. Results: Students who participated in both years' curricula scored higher on didactic test than those who participated in only the first year course (82.9% versus 75.5%, P < 0.001). More students participating in both portions of the curricula intervened during at least one clinical encounter to avoid a patient error (77% versus 61%, P < 0.05). Students rated junior house-staff more receptive to patient safety suggestions than surgical fellows and faculty (84% versus 66%, P < 0.05); 75% of students rated their surgical clerkship exposure to patient safety somewhat/extremely valuable compared with 54% students who rated the first year exposure as somewhat/extremely valuable (P < 0.05). Conclusion: Medical students who have practical applications of patient safety education reinforced during surgery rotations are knowledgeable and willing to intervene in patient safety concerns. Teaching clinically relevant patient safety skills influences positive behavioral changes in medical students' performance on surgical teams.

AB - Background: A critical aspect of enhancing patient safety is modifying the healthcare safety culture. We hypothesize that students who participate in safety curricula are knowledgeable regarding patient safety and likely to intervene to avoid patient errors. Methods: A two-part patient safety curriculum was taught: introductory theories (first year) and a clinically oriented course during surgery rotations (third year). All students participated in the first year introduction and a random cohort of students (62.6%, N = 67) participated in the third year program. Multiple choice tests and web-based surveys were administered. Statistical analysis was carried out using Student's t-test for comparisons of test mean scores and z-test for comparison of the survey data. Results: Students who participated in both years' curricula scored higher on didactic test than those who participated in only the first year course (82.9% versus 75.5%, P < 0.001). More students participating in both portions of the curricula intervened during at least one clinical encounter to avoid a patient error (77% versus 61%, P < 0.05). Students rated junior house-staff more receptive to patient safety suggestions than surgical fellows and faculty (84% versus 66%, P < 0.05); 75% of students rated their surgical clerkship exposure to patient safety somewhat/extremely valuable compared with 54% students who rated the first year exposure as somewhat/extremely valuable (P < 0.05). Conclusion: Medical students who have practical applications of patient safety education reinforced during surgery rotations are knowledgeable and willing to intervene in patient safety concerns. Teaching clinically relevant patient safety skills influences positive behavioral changes in medical students' performance on surgical teams.

KW - crew resource management

KW - culture patient safety residents and staff

KW - medical student education

KW - patient safety

KW - team training

UR - http://www.scopus.com/inward/record.url?scp=80051546283&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=80051546283&partnerID=8YFLogxK

U2 - 10.1016/j.jss.2011.04.031

DO - 10.1016/j.jss.2011.04.031

M3 - Article

C2 - 21704332

AN - SCOPUS:80051546283

VL - 170

JO - Journal of Surgical Research

JF - Journal of Surgical Research

SN - 0022-4804

IS - 1

ER -