A patient safety curriculum for graduate medical education

Results from a needs assessment of educators and patient safety experts

Prathibha Varkey, Sudhakar Karlapudi, Steven Rose, Steve Swensen

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

Graduate medical education (GME) has traditionally focused on the diagnosis and management of disease with little attention devoted to patient safety and systems thinking. In this article, we describe the results of a needs assessment conducted to develop a patient safety curriculum for GME. Eight program directors, 10 patient safety experts, and 9 experts in education technology were interviewed for this project. A total of 21 patient safety topics were identified in the categories of cultural, cognitive, and technical content and included communications and handoffs, sentinel event reporting and management, calling for help when in doubt, hand hygiene, universal protocol, fatigue, and the culture of safety and transparency. Objective structured clinical examinations and experiential learning (including simulation) were viewed as the most effective methods for teaching and assessing competence in patient safety. The results of this study provide a framework for the development of patient safety curricula in GME.

Original languageEnglish (US)
Pages (from-to)214-221
Number of pages8
JournalAmerican Journal of Medical Quality
Volume24
Issue number3
DOIs
StatePublished - May 2009

Fingerprint

Graduate Medical Education
Needs Assessment
Patient Safety
Curriculum
Hand Hygiene
Safety Management
Problem-Based Learning
Cerebral Palsy
Disease Management
Systems Analysis
Mental Competency
Fatigue
Teaching
Communication
Technology
Education

Keywords

  • Graduate medical education
  • Needs assessment
  • Patient safety
  • Practice-based learning and improvement
  • Systems-based practice

ASJC Scopus subject areas

  • Health Policy

Cite this

A patient safety curriculum for graduate medical education : Results from a needs assessment of educators and patient safety experts. / Varkey, Prathibha; Karlapudi, Sudhakar; Rose, Steven; Swensen, Steve.

In: American Journal of Medical Quality, Vol. 24, No. 3, 05.2009, p. 214-221.

Research output: Contribution to journalArticle

Varkey, Prathibha ; Karlapudi, Sudhakar ; Rose, Steven ; Swensen, Steve. / A patient safety curriculum for graduate medical education : Results from a needs assessment of educators and patient safety experts. In: American Journal of Medical Quality. 2009 ; Vol. 24, No. 3. pp. 214-221.
@article{563e3898f0344003ab4c05576975b2d6,
title = "A patient safety curriculum for graduate medical education: Results from a needs assessment of educators and patient safety experts",
abstract = "Graduate medical education (GME) has traditionally focused on the diagnosis and management of disease with little attention devoted to patient safety and systems thinking. In this article, we describe the results of a needs assessment conducted to develop a patient safety curriculum for GME. Eight program directors, 10 patient safety experts, and 9 experts in education technology were interviewed for this project. A total of 21 patient safety topics were identified in the categories of cultural, cognitive, and technical content and included communications and handoffs, sentinel event reporting and management, calling for help when in doubt, hand hygiene, universal protocol, fatigue, and the culture of safety and transparency. Objective structured clinical examinations and experiential learning (including simulation) were viewed as the most effective methods for teaching and assessing competence in patient safety. The results of this study provide a framework for the development of patient safety curricula in GME.",
keywords = "Graduate medical education, Needs assessment, Patient safety, Practice-based learning and improvement, Systems-based practice",
author = "Prathibha Varkey and Sudhakar Karlapudi and Steven Rose and Steve Swensen",
year = "2009",
month = "5",
doi = "10.1177/1062860609332905",
language = "English (US)",
volume = "24",
pages = "214--221",
journal = "American Journal of Medical Quality",
issn = "1062-8606",
publisher = "SAGE Publications Inc.",
number = "3",

}

TY - JOUR

T1 - A patient safety curriculum for graduate medical education

T2 - Results from a needs assessment of educators and patient safety experts

AU - Varkey, Prathibha

AU - Karlapudi, Sudhakar

AU - Rose, Steven

AU - Swensen, Steve

PY - 2009/5

Y1 - 2009/5

N2 - Graduate medical education (GME) has traditionally focused on the diagnosis and management of disease with little attention devoted to patient safety and systems thinking. In this article, we describe the results of a needs assessment conducted to develop a patient safety curriculum for GME. Eight program directors, 10 patient safety experts, and 9 experts in education technology were interviewed for this project. A total of 21 patient safety topics were identified in the categories of cultural, cognitive, and technical content and included communications and handoffs, sentinel event reporting and management, calling for help when in doubt, hand hygiene, universal protocol, fatigue, and the culture of safety and transparency. Objective structured clinical examinations and experiential learning (including simulation) were viewed as the most effective methods for teaching and assessing competence in patient safety. The results of this study provide a framework for the development of patient safety curricula in GME.

AB - Graduate medical education (GME) has traditionally focused on the diagnosis and management of disease with little attention devoted to patient safety and systems thinking. In this article, we describe the results of a needs assessment conducted to develop a patient safety curriculum for GME. Eight program directors, 10 patient safety experts, and 9 experts in education technology were interviewed for this project. A total of 21 patient safety topics were identified in the categories of cultural, cognitive, and technical content and included communications and handoffs, sentinel event reporting and management, calling for help when in doubt, hand hygiene, universal protocol, fatigue, and the culture of safety and transparency. Objective structured clinical examinations and experiential learning (including simulation) were viewed as the most effective methods for teaching and assessing competence in patient safety. The results of this study provide a framework for the development of patient safety curricula in GME.

KW - Graduate medical education

KW - Needs assessment

KW - Patient safety

KW - Practice-based learning and improvement

KW - Systems-based practice

UR - http://www.scopus.com/inward/record.url?scp=65949090749&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=65949090749&partnerID=8YFLogxK

U2 - 10.1177/1062860609332905

DO - 10.1177/1062860609332905

M3 - Article

VL - 24

SP - 214

EP - 221

JO - American Journal of Medical Quality

JF - American Journal of Medical Quality

SN - 1062-8606

IS - 3

ER -