Practice of Human Factors Training Based on SHEL Model:Patient Safety Education for First Year Medical Students / 医学教育

Introduction: The theory of Human Factors (HF), which designs work and environment according to human characteristics, contributes to patient safety. However, there are not enough reports of systematic educational practices on HF. Our training was designed and practiced using SHEL, an explanatory model of HF.　Methods: Ten training sessions were conducted on the components of SHEL, including Software: manual design, Hardware: user-friendly medical device design, Environment: work environment design, Liveware (self) : human characteristics, and Liveware (others) : teamwork.　Reflection: The HF training using SHEL may lead to acquiring procedural knowledge of patient safety management, and to better understanding of HF by students. In addition, focusing on daily errors is expected to increase students’ learning motivation.

6. Extrinsic Factors for Learning: from a Perspective of Patient Safety Education / 医学教育

The “problems” of the “problem” learner are not only those intrinsic to the learner, but also those extrinsic to the educator and the system. This paper focuses on patient safety education as an example of where these extrinsic problems are manifested. Patient safety management in the last two decades has been mainly a means to improve the system by analyzing failed incidents in a no-blame manner, but there is also an emphasis on balancing the accountability of the person involved, thus the importance of education is increasing. However, there are barriers to motivating individuals to learn from their failures. The “problem” in patient safety education may be overcome by assuring psychological safety, giving consideration to motivation based on self-determination theory, and using the Safety-II paradigm to change the viewpoint of failure.

A Case Report on Using a Board Game in Undergraduate Patient Safety Education to Enable Communication Error Experiences / 医学教育

Introduction: It is important to educate undergraduates about communication errors in clinical sites, but it is difficult for clinically inexperienced students to imagine those errors. Therefore, in this study, a board game (BG) was developed and put into practice to encourage students' understanding.　Methods: The BG consists of a board on which the patient's name is written and cards on which drug names are written. Students place cards on the board according to the teacher's instructions. These instructions include multiple traps based on actual incident cases. Through the game, students experienced errors.　Reflection: This BG contains gamification elements that make learning contents simple and fun and simulation elements that reproduce errors with high fidelity. By combining these elements, it is possible for each aspect of the ARCS model to be provided in a well-balanced manner, even in patient safety education for clinically inexperienced students.

Webquest como recurso tecnológico didático para capacitação de colaboradores em instituição hospitalar / WebQuest as a technological didactic resource for staff training at a hospital

Neste estudo objetivou-se avaliar a utilização da Webquest como recurso tecnológico didático para capacitação quanto às Metas Internacionais de Segurança do Paciente em uma instituição hospitalar. Estudo quantitativo, transversal, realizado em hospital público de ensino, no Sul do Brasil. De 895 colaboradores, participaram da pesquisa 679 (76%), vinculados à diretoria de enfermagem, sendo enfermeiros, técnicos em enfermagem, auxiliares de enfermagem, técnicos administrativose auxiliares operacionais zeladores que foram capacitados quanto as metas de segurança. Foram avaliados 11 itens em cada meta aplicada, dentre eles apenas estrutura física, quantidade de textos, tempo destinado à capacitação, cores e design, aplicação na prática e objetividade dos textos foram referidos como regular ou ruim por um a 3% dos colaboradores. O recurso foi considerado satisfatório como estratégia para educação permanente, possibilitando a identificação de fragilidades do processo, passíveis de melhoria, para aprimoramento da metodologia Webquest em instituição hospitalar.

This study aimed to evaluate the use of WebQuest as a technological didactic training resource at a hospital, in regard to International Patient Safety Goals. It is a quantitative, cross-sectional study, conducted at a public teaching hospital, in Southern Brazil. Of 895 staff members, 679 (76%) connected to the Nursing Directory participated in the study, these beingnurses, nursing technicians, auxiliary nurses, administrative technicians and auxiliary operational custodians that were trained in safety goals. A total of 11 items wereevaluated in each applied goal, among which only physical structure, quantity of texts, time dedicated to training, colors and design, practical application and text objectivity were referred to as regular or bad by 3% of the employees. The resource was considered satisfactory as a strategy for continuing education, enabling identification of process weaknesses, with potential for improvement, in order to refine the WebQuest methodology at a hospital.

Patient safety education among chinese medical undergraduates: An empirical study / 华中科技大学学报（医学）（英德文版）

Patient safety education is conducive to medical students' cognition on patient safety and to improvement of medical quality and safety. Developing patient safety education for medical students is more and more widely recognized by World Health Organization and countries all over the world. However, in China, patient safety courses aiming at medical students are relatively few, and there are few reports about the effect of patient safety courses. This paper explored the influence of patient safety curriculum on medical students' attitude to and knowledge of patient safety. The patient safety curriculum was carried out for 2011-grade undergraduates of Tongji Medical College, Huazhong University of Science and Technology. The students participated in the class according to free choice. After the curriculum, the information of gender, major, attended course, attitude toward patient safety, and knowledge of laws and regulations of the 2011-grade undergraduates were collected. After rejecting invalid questionnaires, the number of undergraduates that participated in the survey was 112 (61 students did not take part in the curriculum; 51 took part in). Chi-square test was applied to analyze patient safety education's influence on medical students' attitude to patient safety and their knowledge mastery situation. The influence of patient safety education on the attitude of medical students to patient safety was not significant, but that on their knowledge of patient safety was remarkable. No matter male or female, as compared with medical students who had not accepted patient safety education, they both had a better acquisition of knowledge after having this education (for male students: 95% CI, 4.556-106.238, P<0.001; for female students: 95% CI, 3.183-33.238, P<0.001). Students majoring in Western Medicine had a relatively better mastery of knowledge of patient safety after receiving patient safety education (95% CI, 6.267-76.271, P<0.001). Short-term patient safety education cannot change medical students' stereotyped cognition on matters related to patient safety, but it can effectively enhance their knowledge of laws and regulations of patient safety.

Study of Patient Safety Education for Undergraduates / 医学教育

1) The objective of this study was to investigate patient safety education for undergraduates in Japan.<BR>2) Our survey found that 87.5% of medical schools provided patient safety education for undergraduates.The topics covered were prevention of medical errors, communication, crisis management, and medical ethics.<BR>3) This study found several problems in measurement methods, learning strategies.and human resources of undergraduate medical education.