From the College of Pharmacy, QU Health, Qatar University, Doha, Qatar.
J Patient Saf. 2022 Mar 1;18(2):e373-e386. doi: 10.1097/PTS.0000000000000818.
The aim of this systematic review was to synthesize, summarize, and evaluate the quality of extant quantitative and qualitative literature related to patient safety in pharmacy education. This systematic review included literature that targeted the content, delivery, and outcomes of patient safety in addition to literature that explored the perspectives of pharmacy students and faculty on how patient safety is integrated within their curricula.
A systematic review was conducted. Four electronic databases were searched for articles published between 2000 and 2019: PubMed, MEDLINE, EMBASE, and ScienceDirect. Selection was based on prespecified criteria and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Two independent reviewers selected articles, extracted data, and assessed articles' qualities using the Crowe Critical Appraisal Tool. Discrepancies were resolved by consensus or by consulting a third reviewer. Descriptive synthesis of data was performed.
Twenty-five eligible articles were included. The majority of studies originated from United States (n = 15). Educational content involved principles of patient safety, and identification, disclosure, and management of medication errors. There was a lack of standardization on how patient safety is incorporated into the pharmacy curricula. Eleven articles (64%) were interprofessional in nature, delivered as a patient safety course (n = 6), through simulation (n = 3), as seminars (n = 1), or as part of student experiential learning (n = 1). Of the 7 articles discussing delivery of patient safety through courses or modules, 4 (57%) were offered as elective courses. Students' perceptions and attitudes significantly improved after all patient safety interventions, reflecting the importance of addressing patient safety in education to ensure optimum future practice.
This systematic review demonstrated how patient safety education was incorporated into pharmacy programs in terms of the content and methods of delivery. It was promising to see patient safety content being delivered interprofessionally and in experiential education. Students and faculty regarded implementing patient safety in education as an essential act to meet future work demands. Longitudinal studies to assess the long-term impact of incorporating patient safety on student behaviors upon graduation and health outcomes are needed.
本系统评价的目的是综合、总结和评估与药学教育中的患者安全相关的现有定量和定性文献的质量。本系统评价包括针对患者安全内容、交付和结果的文献，以及探索药学学生和教师如何将患者安全纳入其课程的文献。
进行了系统评价。在 2000 年至 2019 年期间，从四个电子数据库中搜索了以下文章：PubMed、MEDLINE、EMBASE 和 ScienceDirect。选择是基于预设标准，并遵循系统评价和荟萃分析的首选报告项目声明进行的。两名独立的评审员选择文章、提取数据，并使用 Crowe 批判性评估工具评估文章的质量。通过共识或咨询第三位评审员解决分歧。对数据进行描述性综合。
有 25 篇符合条件的文章被纳入。大多数研究来自美国（n=15）。教育内容涉及患者安全原则以及药物错误的识别、披露和管理。将患者安全纳入药学课程的方法缺乏标准化。11 篇文章（64%）具有跨专业性质，以患者安全课程的形式提供（n=6），通过模拟（n=3），作为研讨会（n=1）或作为学生体验式学习的一部分（n=1）。在 7 篇讨论通过课程或模块提供患者安全的文章中，有 4 篇（57%）作为选修课程提供。所有患者安全干预措施后，学生的感知和态度显著改善，反映出在教育中解决患者安全问题以确保未来最佳实践的重要性。
本系统评价展示了患者安全教育在药学课程中的内容和交付方法。令人鼓舞的是，看到患者安全内容以跨专业和体验式教育的形式提供。学生和教师认为在教育中实施患者安全是满足未来工作需求的必要行为。需要进行纵向研究，以评估将患者安全纳入教育对学生毕业后行为和健康结果的长期影响。
