Thompson David A, Cowan James, Holzmueller Christine, Wu Albert W, Bass Eric, Pronovost Peter
Johns Hopkins University School of Medicine, Baltimore, MD 21231, USA.
Am J Med Qual. 2008 Jul-Aug;23(4):271-8. doi: 10.1177/1062860608317763.
Using a successful 6-step approach to medical curriculum development, a multidisciplinary systems-based safety curriculum for first-year medical students was developed and implemented. A targeted needs assessment was completed based on students' perceptions of patient safety. Goals and objectives identified were the following: (1) provide a practical framework to identify defects, (2) identify patient hazards, (3) investigate an adverse event, (4) understand incident reporting, (5) understand the impact of teamwork and communication in safety, (6) acquire skills to improve teamwork and communication, and (7) learn to disclose medical mistakes. Students were able to identify many of the teamwork and communication problems entrenched in our current health care culture. Interactive learning was important to the learning process and, on evaluation, deemed a valuable experience. The findings indicate that this is an effective curriculum development strategy and that systems-based patient safety was effective in changing perceptions of patient harm and the provider's role in patient safety.
采用一种成功的六步医学课程开发方法，为一年级医学生开发并实施了一门基于多学科系统的安全课程。基于学生对患者安全的认知完成了针对性需求评估。确定的目标如下：（1）提供一个识别缺陷的实用框架；（2）识别患者危害；（3）调查不良事件；（4）理解事件报告；（5）理解团队合作和沟通在安全中的影响；（6）获得改善团队合作和沟通的技能；（7）学会披露医疗失误。学生们能够识别出当前医疗文化中根深蒂固的许多团队合作和沟通问题。互动学习对学习过程很重要，经评估被认为是一次宝贵的经历。研究结果表明，这是一种有效的课程开发策略，基于系统的患者安全在改变对患者伤害的认知以及提供者在患者安全中的作用方面是有效的。
