Chavez-Maisterra Ileana, Corona-Pantoja Ana Cecilia, Madrigal-Gómez Luz Elena, Zamora-González Edgar Oswaldo, López-Hernández Luz Berenice
Departamento Académico de Ciencias Clínicas, Universidad Autónoma de Guadalajara, Av Patria 1201, Zapopan 45129, Jalisco, Mexico.
Departamento de Bienestar y Desarrollo Sustentable, División de Cultura y Sociedad, Centro Universitario del Norte, Universidad de Guadalajara, Colotlán 46200, Jalisco, Mexico.
Healthcare (Basel). 2024 Aug 14;12(16):1617. doi: 10.3390/healthcare12161617.
Achieving optimal patient safety (PS) remains a challenge in healthcare. Effective educational methods are critical for improving PS. Innovative teaching tools, like case-based learning, augmented reality, and active learning, can help students better understand and apply PS and healthcare quality improvement (HQI) principles. This study aimed to assess activities and tools implemented to improve PS and HQI education, as well as student engagement, in medical schools. We designed a two-week course for fourth-year medical students at the Autonomous University of Guadalajara, incorporating Fink's taxonomy of significant learning to create engaging activities. The course featured daily synchronous and asynchronous learning, with reinforcement activities using tools, like augmented reality and artificial intelligence. A total of 394 students participated, with their performance in activities and final exam outcomes analyzed using non-parametric tests. Students who passed the final exam scored higher in activities focused on application and reasoning ( = 0.02 and = 0.018, respectively). Activity 7B, involving problem-solving and decision-making, was perceived as the most impactful. Activity 8A, a case-based learning exercise on incident reporting, received the highest score for perception of exam preparation. This study demonstrates innovative teaching methods and technology to enhance student understanding of PS and HQI, contributing to improved care quality and patient safety. Further research on the long-term impact is needed.
在医疗保健领域，实现最佳患者安全（PS）仍然是一项挑战。有效的教育方法对于改善患者安全至关重要。创新的教学工具，如基于案例的学习、增强现实和主动学习，可以帮助学生更好地理解和应用患者安全及医疗质量改进（HQI）原则。本研究旨在评估医学院校为改善患者安全和医疗质量改进教育以及学生参与度而实施的活动和工具。我们为瓜达拉哈拉自治大学的四年级医学生设计了一门为期两周的课程，纳入了芬克的有意义学习分类法以创建引人入胜的活动。该课程具有每日同步和异步学习，使用增强现实和人工智能等工具进行强化活动。共有394名学生参与，使用非参数检验分析了他们在活动中的表现和期末考试成绩。通过期末考试的学生在侧重于应用和推理的活动中得分更高（分别为 = 0.02和 = 0.018）。涉及解决问题和决策的活动7B被认为最具影响力。活动8A是一项关于事件报告的基于案例的学习练习，在对考试准备的认知方面得分最高。本研究展示了创新的教学方法和技术，以增强学生对患者安全和医疗质量改进的理解，有助于提高护理质量和患者安全。需要对长期影响进行进一步研究。
