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Journal Article > Commentary
Description and evaluation of an interprofessional patient safety course for health professions and related sciences students.
Galt KA, Paschal KA, O'Brien RL, et al. J Patient Saf. 2006;2:207-216.
As the science of patient safety evolves, methods for teaching patient safety concepts are being developed as well. This article describes the development of a formal curriculum in patient safety that sought to enroll students in all health professions (medicine, nursing, pharmacy, physical/occupational therapy, dentistry, social work, and law). The course sought to communicate the basic concepts of patient safety, including the science of errors, the culture of safety, and the use of evidence to improve patient safety. The authors discuss the challenges of enrolling students from different disciplines and students' perceptions of the course.
Journal Article > Study
Curran VR, Sharpe D, Forristall J. Med Educ. 2007;41:892-896.
This survey evaluated perceptions of the relative importance of interprofessional education and collaboration among medicine, nursing, pharmacy, and social work faculty at an academic medical center.
WIHI. Cambridge, MA: Institute for Healthcare Improvement. March 31, 2010.
This audio program shares insights from the Lucian Leape Institute report on incorporating safety fundamentals into medical school curriculum.
Journal Article > Review
Supporting nursing, midwifery and allied health professional students to raise concerns with the quality of care: a review of the research literature.
Milligan F, Wareing M, Preston-Shoot M, Pappas Y, Randhawa G, Bhandol J. Nurse Educ Today. 2017;57:29-39.
Speaking up about safety concerns remains challenging for health care professionals, and it can be particularly difficult for clinicians in training. This review sought to determine factors that hinder health care student comfort with speaking up about concerns. The authors found the fear of receiving lower assessment grades may deter student reporting.
Journal Article > Study
Understanding the healthcare workplace learning culture through safety and dignity narratives: a UK qualitative study of multiple stakeholders' perspectives.
Sholl S, Scheffler G, Monrouxe LV, Rees C. BMJ Open. 2019;9:e025615.
This interview study examined multiple stakeholder perspectives, including patients, nurses, trainees, and attending physicians, on safety and dignity in health care settings. They cited the importance of safety culture and reported experiencing dilemmas in supporting safety and dignity in the hospital. The authors suggest that graduate medical education explicitly incorporate these concepts.