Council on Medical Student Education in Pediatrics


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COMSEP 2009 Baltimore Meeting with APPD

Poster Presentation:


Robert A. Dudas, MD, Michael A. Barone, MD, David G. Bundy, MD, Hanan Aboumatar, MD, MPH, Marlene R. Miller, MD, Johns Hopkins University, Baltimore, MD

INTRODUCTION: The AAMC Medical School Objectives Project recommends that medical students learn the principles of quality improvement that maximize patient safety. Few curricula address this learning need in a clinical setting. We developed a curriculum to teach the systems-based process of identifying and remediating potential medication administration errors. METHODS: Students viewed an online video introducing system safety concepts . Faculty presented an example of a medication administration error using the Learning from Defects tool (LFD). Fifteen groups of students identified a medication error during their pediatrics rotation and used the LFD tool to analyze it. Each group presented their defect analysis and recommendations for system improvements. Students were also asked to shadow a nurse through the process of medication administration. We measured attitudinal changes towards safety and system improvement using questions from the Safety Attitudes Questionnaire (SAQ). RESULTS: Seventy students completed this curriculum. Fifteen groups presented findings on safety events and some uncovered issues that would not have otherwise been discovered. Changes in student attitudes were assessed by comparing pre/post mean Likert scores (1=strongly disagree - 5=strongly agree). All were found to be statistically significant: Medical errors are handled appropriately in hospitals 3.64/3.27; I will see others make errors that may harm patients 3.61/4.30; Disruptions in continuity of care can be detrimental 4.17/4.51; I will make errors that have the potential to harm patients 3.80/4.14; I feel comfortable reporting issues to appropriate authorities 3.42/3.99; My suggestions on safety would be acted upon if I expressed them 2.68/3.07. Curriculum content was rated as relevant and 70% of students recommended that the sessions continue. CONCLUSIONS: Our curriculum was well received by students and effective in changing attitudes about patient safety. This exercise may also serve to identify patient safety concerns not currently addressed through other means.