Teaching Medical Students to Identify, Understand, and Engage in Reporting Medical Errors and Outcomes of a Longitudinal Quality Improvement and Patient Safety Pre-clerkship Curriculum (Building Better Curriculum) - May 13, 2020
Presentation 1: Teaching Medical Students to Identify, Understand, and Engage in Reporting Medical Errors
This presentation describes a curriculum at the Geisel School of Medicine at Dartmouth for teaching medical students to identify, understand, and engage in reporting medical errors, which is situated in their third-year clerkship in internal medicine. We will describe the design, context, and evaluation of the curriculum. Additionally, we will show how it is currently taught (with examples of the cases students write about and illuminate through peer dialogue) and conclude with a perspective on the components of a successful patient safety curriculum for medical students. There will be time at the end of the presentation for questions and comments about best practices, as well as ideas for teaching patient safety to medical students at the end of the presentation.
Presentation 2: Outcomes of a Longitudinal Quality Improvement and Patient Safety Pre-clerkship Curriculum
This presentation describes a study that evaluated whether quality improvement (QI) and patient safety (PS) training in pre-clerkship medical education resulted in students’ development and retention of knowledge, application-based and perceived skills, and attitudes throughout clerkships. A longitudinal QI/PS curriculum with multimodal curricular components was implemented in the pre-clerkship curriculum between 2015 and 2017 at the Warren Alpert Medical School of Brown University, Rhode Island. Assessment of this curriculum model yielded findings that suggest the incorporation of pre-clerkship QI/PS training results in improvements in knowledge, application-based and perceived skills, and attitudes that are retained throughout clerkships.
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