Saad Aline H, Bondok Rehab, Sayeg Farah, Barnes Brian J, Rukat Caitlin E, Garwood Candice, Levine Diane L
Director of Faculty Development and Coordinator of Interprofessional Education, Detroit, Michigan, USA.
Pharmacy Practice Department, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, 259 Mack Ave, Suite 2190, Detroit, MI, 48201, USA.
BMC Med Educ. 2025 May 22;25(1):756. doi: 10.1186/s12909-025-07349-7.
Each year, the Food and Drug Administration receives over 2 million adverse event and medication error reports, which are likely underreported. Interprofessional education (IPE) is well positioned to provide team-based training regarding medication safety and related reporting tools. This study evaluated the effectiveness of a single IPE session designed to improve the completion and accuracy of healthcare professional students' reporting of medication errors.
An IPE session, with medical and pharmacy students, presented a case report involving a medication dispensing error that resulted in a patient's death. The session included three components: the case presentation; a discussion of the implications of the medication error on the patient, family, and care providers; and a hands-on activity where students practiced error reporting using a simulated MedWatch platform. The students' reports were analyzed for completeness and accuracy, based on data available from the case presentation. Individual versus team submissions across disciplines were compared.
Of the 701 participants who completed the session between 2021 and 2024, 225 submitted the simulated MedWatch report (32% response rate). This final sample included 111 medical students, 53 pharmacy students, and 61 interprofessional teams. The median form completion rate for teams was 88.9% compared to 55.6% for individuals. Teams demonstrated higher form accuracy rates (66.7%) compared with individuals (38.9%). Students agreed that practicing the reporting of an adverse drug event was a useful activity, while pharmacy students (p = 0.014) and teams (p = 0.043) felt more confident reporting an adverse drug event than medical students after this activity.
Following an IPE training session focused on error reporting, we observed that team-based submission of MedWatch forms resulted in improved completion and accuracy rates. Integrating an interprofessional training session focused on medication safety and error reporting in health professionals' curricula appeared to be effective in the short term. Longer term studies are necessary to determine the impact and durability of this training.
Not applicable.
美国食品药品监督管理局每年收到超过200万份不良事件和用药错误报告，而实际报告数量可能低于此。跨专业教育（IPE）非常适合提供关于用药安全及相关报告工具的团队培训。本研究评估了单次IPE课程在提高医护专业学生用药错误报告的完整性和准确性方面的效果。
一场由医学和药学专业学生参与的IPE课程展示了一份涉及药物调配错误导致患者死亡的病例报告。该课程包括三个部分：病例展示；讨论用药错误对患者、家属和医护人员的影响；以及一个实践活动，学生们使用模拟的MedWatch平台练习错误报告。根据病例展示中的可用数据，分析学生报告的完整性和准确性。比较不同学科个人提交与团队提交的情况。
在2021年至2024年期间完成该课程的701名参与者中，225人提交了模拟的MedWatch报告（回复率32%）。这个最终样本包括111名医学专业学生、53名药学专业学生和61个跨专业团队。团队的表格填写完成率中位数为88.9%，而个人为55.6%。团队的表格准确率（66.7%）高于个人（38.9%）。学生们一致认为练习报告药品不良事件是一项有益的活动，而在此活动后，药学专业学生（p = 0.014）和团队（p = 0.043）在报告药品不良事件时比医学专业学生更有信心。
在专注于错误报告的IPE培训课程之后，我们观察到基于团队提交MedWatch表格可提高完成率和准确率。在健康专业人员的课程中纳入专注于用药安全和错误报告的跨专业培训课程在短期内似乎是有效的。需要进行长期研究以确定该培训的影响和持续性。
不适用。
