Department of Surgery and Cancer, Imperial College London, London, UK.
Imperial College Healthcare NHS Trust, London, UK.
Perspect Med Educ. 2019 Apr;8(2):118-122. doi: 10.1007/s40037-019-0498-1.
Storytelling is a powerful form of communication which can improve attention and lead to lasting behavioural changes. Addressing the need to incorporate patient safety teaching into undergraduate medical curricula, it was hypothesized that medical students could benefit from hearing clinician stories of medical error. The medium of animation was considered to be a potentially engaging means of presenting stories of error to a large audience.
Three animated videos were developed to accompany audio recordings of junior doctors describing their experiences of a serious incident or near-miss event. The videos were delivered to 200 final-year medical students with a subsequent large-group discussion directed at understanding contributory factors. An evaluative questionnaire exploring learners' reactions and modification of beliefs and perception was distributed. The questionnaire included questions rated on a modified Likert scale and a free-text box. A mixed-methods analysis was conducted with descriptive statistics and qualitative content analysis of the free-text responses.
Of the 200 students who attended, 104 completed the questionnaire and 83 completed free-text feedback. Most students responded positively to hearing stories of medical error and felt that the animated videos improved their engagement while the voice recordings helped bring the cases to life. The majority of students agreed the session would impact on their future practice.
This pilot study confirmed that undergraduate students consider animated, personal stories of medical error an effective, engaging means of learning about patient safety. Longitudinal studies are required to confirm if measurable behaviour change is achieved.
讲故事是一种强大的沟通方式，可以提高注意力并导致持久的行为改变。为了满足将患者安全教学纳入本科医学课程的需求，有人假设医学生可以从聆听临床医生讲述医疗错误的故事中受益。考虑到动画是向大量观众呈现错误故事的一种潜在引人入胜的方式，因此选择了动画作为媒介。
制作了三个动画视频，以配合初级医生描述其严重事件或险些发生事件经历的音频录音。向 200 名即将毕业的医学生提供了这些视频，随后进行了一次大型小组讨论，旨在了解促成因素。分发了一份评估问卷，以了解学习者的反应以及信念和观念的改变。该问卷包括基于修改后的李克特量表和自由文本框的问题。采用描述性统计和自由文本回复的定性内容分析对混合方法进行了分析。
在出席的 200 名学生中，有 104 名完成了问卷，83 名完成了自由文本反馈。大多数学生对听到医疗错误的故事反应积极，并认为动画视频提高了他们的参与度，而录音则帮助使案例栩栩如生。大多数学生同意该课程将对他们未来的实践产生影响。
这项试点研究证实，本科生认为生动、个人化的医疗错误故事是一种有效的、引人入胜的学习患者安全的方法。需要进行纵向研究以确认是否可以实现可衡量的行为改变。
