Tal Orna, Kreisler David
Shamir Medical Center (Assaf Harofeh).
The Israeli Center for Emerging Technologies ICET.
Harefuah. 2022 Mar;161(3):139-144.
Medical students' education traditionally focuses on professionalism (knowledge and skills) alongside compassion. Recently, the importance of quality of care, safety and error prevention has increased. Teaching students through adopting the terminology, tools and insights of quality and safety will not only promote safety, but may also increase treatment effectiveness, patient satisfaction and staff commitment. The Covid-19 epidemic, enforcing social distancing and strict protective actions, have all deepened the challenges in safety-targeted education, incurring implementation difficulties: 1) restricting bedside teaching; 2) reducing simulations and clerkship peer discussions;, 3) distorting the equilibrium of risk management/safety insight and clinical perception significance (anamnesis, physical examination).
This study aimed to examine standpoints towards safety education in medical studies among students and teacher.
A survey was conducted among students in pre-clinical courses, department directors/tutors and focus-group discussions among managers.
Medical students ranked safety-targeted education as highly important alongside academic knowledge, clinical skills and compassion. Department head managers and teaching physicians rated compassion and safety as highly important, more than research curiosity, values, resilience, family involvement and clinical proficiency, and much more than technical skills and the patient's preferences. In the first epidemic wave, safety-targeted education was graded higher by the focus-group leaders, when compared to teaching physicians, and scoring was similar for resilience, compassion, proficiency and knowledge. During the second wave, the department heads emphasized the importance of safety.
Transparency analysis of medical students' standpoints may reveal barriers to implement safety/quality measures in their curriculum.
传统上，医学生的教育侧重于专业性（知识和技能）以及同情心。最近，医疗质量、安全和错误预防的重要性有所增加。通过采用质量和安全方面的术语、工具及见解来教导学生，不仅能促进安全，还可能提高治疗效果、患者满意度和员工投入度。新冠疫情实施社交距离和严格的防护措施后，都加深了以安全为目标的教育面临的挑战，导致实施困难：1）限制床边教学；2）减少模拟和临床实习同伴讨论；3）扭曲风险管理/安全见解与临床感知重要性（病史、体格检查）之间的平衡。
本研究旨在调查学生和教师对医学教育中安全教育的立场。
对临床前课程的学生、科室主任/导师进行了调查，并与管理人员进行了焦点小组讨论。
医学生将以安全为目标的教育与学术知识、临床技能和同情心列为同等重要。科室主任和带教医生认为同情心和安全非常重要，超过研究好奇心、价值观、适应能力、家庭参与度和临床熟练度，且远超过技术技能和患者偏好。在疫情的第一波期间，与带教医生相比，焦点小组组长对以安全为目标的教育评分更高，在适应能力、同情心、熟练度和知识方面的评分相似。在第二波疫情期间，科室主任强调了安全的重要性。
对医学生立场的透明度分析可能揭示在其课程中实施安全/质量措施的障碍。
