McCarthy S E, O'Boyle C A, O'Shaughnessy A, Walsh G
Institute of Leadership, Royal College of Surgeons in Ireland, Reservoir House, Ballymoss Road, Sandyford, Dublin 18, Ireland.
Education and Professional Development Department, Royal College of Physicians of Ireland, Frederick House, 19 South Frederick Street, Dublin 2, Ireland.
Ir J Med Sci. 2016 Feb;185(1):51-8. doi: 10.1007/s11845-014-1218-9. Epub 2014 Nov 4.
Increasing demand exists for blended approaches to the development of professionalism. Trainees of the Royal College of Physicians of Ireland participated in an online patient safety programme.
Study aims were: (1) to determine whether the programme improved junior doctors' knowledge, attitudes and skills relating to error reporting, open communication and care for the second victim and (2) to establish whether the methodology facilitated participants' learning.
208 junior doctors who completed the programme completed a pre-online questionnaire. Measures were "patient safety knowledge and attitudes", "medical safety climate" and "experience of learning". Sixty-two completed the post-questionnaire, representing a 30 % matched response rate.
Participating in the programme resulted in immediate (p < 0.01) improvement in skills such as knowing when and how to complete incident forms and disclosing errors to patients, in self-rated knowledge (p < 0.01) and attitudes towards error reporting (p < 0.01). Sixty-three per cent disagreed that doctors routinely report medical errors and 42 % disagreed that doctors routinely share information about medical errors and what caused them. Participants rated interactive features as the most positive elements of the programme.
An online training programme on medical error improved self-rated knowledge, attitudes and skills in junior doctors and was deemed an effective learning tool. Perceptions of work issues such as a poor culture of error reporting among doctors may prevent improved attitudes being realised in practice. Online patient safety education has a role in practice-based initiatives aimed at developing professionalism and improving safety.
对于融合式职业素养培养方法的需求日益增加。爱尔兰皇家内科医师学院的学员参与了一个在线患者安全项目。
研究目的为：（1）确定该项目是否提高了初级医生在错误报告、开放沟通和对“第二位受害者”的关怀方面的知识、态度和技能；（2）确定该方法是否促进了参与者的学习。
208名完成该项目的初级医生完成了一份在线前问卷。测量指标包括“患者安全知识和态度”“医疗安全氛围”和“学习体验”。62人完成了在线后问卷，匹配回复率为30%。
参与该项目使诸如知道何时以及如何填写事件表格和向患者披露错误等技能、自我评定的知识（p < 0.01）以及对错误报告的态度（p < 0.01）立即得到改善（p < 0.01）。63%的人不同意医生常规报告医疗错误，42%的人不同意医生常规分享有关医疗错误及其原因的信息。参与者将互动功能评为该项目最积极的元素。
一个关于医疗错误的在线培训项目提高了初级医生的自我评定知识、态度和技能，并被认为是一种有效的学习工具。对诸如医生中错误报告文化不佳等工作问题的认知可能会阻碍在实践中实现态度的改善。在线患者安全教育在旨在培养职业素养和提高安全性的基于实践的举措中具有作用。
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