@article{4049,
  keywords = {Human factors, Medical education, Medical error, measurement/epidemiology, Patient safety, Simulation},
  author = {Ian Thomas and Laura Nicol and Luke Regan and Jennifer Cleland and Drieka Maliepaard and Lindsay Clark and Kenneth Walker and John Duncan},
  title = {Driven to distraction: a prospective controlled study of a simulated ward round experience to improve patient safety teaching for medical students.},
  abstract = {<p><b>BACKGROUND: </b>Distraction and interruption are endemic in the clinical environment and contribute to error. This study assesses whether simulation-based training with targeted feedback can improve undergraduate management of distractions and interruptions to reduce error-making.</p><p><b>DESIGN: </b>A prospective non-randomised controlled study.</p><p><b>METHODS: </b>28 final year medical students undertook a simulated baseline ward round. 14 students formed an intervention group and received immediate feedback on distractor management and error. 14 students in a control group received no feedback. After 4 weeks, students participated in a post-intervention ward round of comparable rigour. Changes in medical error and distractor management between simulations were assessed with Mann-Whitney U tests using SPSS V.21.</p><p><b>RESULTS: </b>At baseline, error rates were high. The intervention group committed 72 total baseline errors (mean of 5.1 errors/student; median 5; range 3-7). The control group exhibited a comparable number of errors-with a total of 76 observed (mean of 5.4 errors/student; median 6; range 4-7). Many of these errors were life-threatening. At baseline distractions and interruptions were poorly managed by both groups. All forms of simulation training reduced error-making. In the intervention group the total number of errors post-intervention fell from 72 to 17 (mean 1.2 errors/student; median 1; range 0-3), representing a 76.4% fall (p<0.0001). In the control group the total number of errors also fell-from 76 to 44 (mean of 3.1 errors/student; median 3; range 1-5), representing a 42.1% reduction (p=0.0003).</p><p><b>CONCLUSIONS: </b>Medical students are not inherently equipped to manage common ward-based distractions to mitigate error. These skills can be taught-with simulation and feedback conferring the greatest benefit. Curricular integration of simulated ward round experiences is recommended.</p>},
  year = {2015},
  journal = {BMJ Qual Saf},
  volume = {24},
  pages = {154-61},
  month = {02/2015},
  issn = {2044-5423},
  doi = {10.1136/bmjqs-2014-003272},
  language = {eng},
}