ABSTRACT
Background: Providing patients with a safe medical environment is an important responsibility of health care organizations worldwide. However, most of these initiatives targeted doctors, managers and other healthcare professionals and rather less attention has been paid to medical students, who are the next generation doctors. This study attempts to assess medical students’ perceptions of patient safety culture thus providing evidence relating to patient safety for the medical school curriculum. Methodology: A cross-sectional study using Modified Medical Study Safety Attitude and professionalism survey consisting of safety culture, team culture, error disclosure culture, safety behaviour intention, over-all patient safety grade was done among the medical undergraduates of final year and internees as they are widely exposed to the patients’ dealings directly. One to one interview was conducted and data were analysed using SPSS software version 20. Results: Out of 163 participants about 76 were females rest were males. The mean age group of study population was 24 +3 years. About 61% of the study population strongly agreed to have followed standard operating procedures, guidelines and protocols for patient safety. Though 79.5% of the participants concerned with the fact that patient safety practices were excellent, almost 30% responded neutral. Majority of our study population 92% agreed to the fact that medical errors are handled properly. Approximately 8% members responded that they would not feel safe being treated here as a patient and 18% remained neutral about it. About 90% of the population supported that quality of care received by the patients is impacted by teamwork. Regarding error disclosure culture 21.5% of the study population disagreed that when errors are made are to be disclosed to patients and their families and 33.74% remained neutral. More than 80% expect to participate in quality improvement initiatives. Conclusion: Positive patient safety attitude existed in this institute but poor attitude existed about medical error disclosure. Educators must begin to recognize the potential effects of the informal and hidden curriculum of patient safety encountered by trainees as they leave the classroom and enter the clinical environment.