TY - JOUR
T1 - Near-peers improve patient safety training in the preclinical curriculum
AU - Raty, Sally R.
AU - Teal, Cayla R.
AU - Nelson, Elizabeth A.
AU - Gill, Anne C.
N1 - Funding Information:
The authors wish to thank Shelly Kumar for her assistance with the statistical analysis and Dr B. Lee Ligon for editorial assistance.This work was supported by the National Institutes of Health, National Heart, Lung, and Blood Institute; [R25-HL108183].
Publisher Copyright:
© 2017 The Author(s).
PY - 2017
Y1 - 2017
N2 - Background: Accrediting bodies require medical schools to teach patient safety and residents to develop teaching skills in patient safety. We created a patient safety course in the preclinical curriculum and used continuous quality improvement to make changes over time. Objective: To assess the impact of resident teaching on student perceptions of a Patient Safety course. Design: Using the Institute for Healthcare Improvement patient safety curriculum as a frame, the course included the seven IHI modules, large group lectures and small group facilitated discussions. Applying a social action methodology, we evaluated the course for four years (Y1-Y4). Results: In Y1, Y2, Y3 and Y4, we distributed a course evaluation to each student (n = 184, 189, 191, and 184, respectively) and the response rate was 96, 97, 95 and 100%, respectively. Overall course quality, clarity of course goals and value of small group discussions increased in Y2 after the introduction of residents as small group facilitators. The value of residents and the overall value of the course increased in Y3 after we provided residents with small group facilitation training. Conclusions: Preclinical students value the interaction with residents and may perceive the overall value of a course to be improved based on near-peer.
AB - Background: Accrediting bodies require medical schools to teach patient safety and residents to develop teaching skills in patient safety. We created a patient safety course in the preclinical curriculum and used continuous quality improvement to make changes over time. Objective: To assess the impact of resident teaching on student perceptions of a Patient Safety course. Design: Using the Institute for Healthcare Improvement patient safety curriculum as a frame, the course included the seven IHI modules, large group lectures and small group facilitated discussions. Applying a social action methodology, we evaluated the course for four years (Y1-Y4). Results: In Y1, Y2, Y3 and Y4, we distributed a course evaluation to each student (n = 184, 189, 191, and 184, respectively) and the response rate was 96, 97, 95 and 100%, respectively. Overall course quality, clarity of course goals and value of small group discussions increased in Y2 after the introduction of residents as small group facilitators. The value of residents and the overall value of the course increased in Y3 after we provided residents with small group facilitation training. Conclusions: Preclinical students value the interaction with residents and may perceive the overall value of a course to be improved based on near-peer.
KW - Curricular innovation
KW - Curriculum development
KW - Educational continuum
KW - Residents as teachers
KW - Undergraduate medicaleducation
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U2 - 10.1080/10872981.2016.1289315
DO - 10.1080/10872981.2016.1289315
M3 - Article
C2 - 28219315
AN - SCOPUS:85015259428
SN - 1087-2981
VL - 22
JO - Medical Education Online
JF - Medical Education Online
IS - 1
M1 - 1289315
ER -