Purpose This study aimed to examine the differences in scores of the Attitude to Patient Safety Questionnaire (APSQ) by medical students before and after the outbreak of COVID-19.
Methods In total, 97 and 118 medical students completed patient safety courses at Yonsei University Wonju College of Medicine in 2019 and 2020, respectively. In 2019, the course was conducted using traditional learning in the classroom, whereas, in 2020, most of the classes were conducted using non-face-to-face learning methods.
Results In 2019 and 2020, 49 and 53 students responded to the APSQ. Only one item “Patients are not really aware of how safe their care is” had a lower score in 2020 than in 2019.
Conclusion Although the total APSQ score did not differ between 2019 and 2020, the students in 2020 might have a poor understanding of the role of patients in medical errors.
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Purpose Since the World Health Organization began recommending interprofessional education (IPE) in 2007, it has been applied to all fields of health care related education worldwide. There is an emerging need for IPE in Korea in the context of developing strategies for continuous quality control and improvement of medical services in hospitals and especially avoidance of patient safety. However, despite its importance and necessity, IPE in Korea appears to remain in its starting stage. The aim of this study is to introduce “CHA IPE Bridge”, a center for IPE that was established CHA University in Korea in 2018.
Methods According to the subject and purpose of this study, I have to conduct a “case study” with “literature search” as a basic research method. After conducting a literature (books and articles) & websites search on the history and trends of IPE in the world and the current status of IPE in Korea, I intend to examine the status and meaning of the CHA IPE Bridge based on those backgrounds.
Results According to Harden’s 11 steps of IPE, IPE courses and programs developed CHA IPE Bridge have reached the level of “multidisciplinary'” belonging to the ninth step. In fact, few cases in Korea have achieved that level of IPE. Furthermore, CHA IPE Bridge develops IPE courses that go beyond the range of doctors and nurses to other occupations related to the field of health care. In view of such differences, the introduction of CHA IPE Bridge is expected to provide a positive stimulus to other universities in Korea.
Conclusion The greatest achievement of this study is that the CHA IPE Bridge’s status in the field of domestic and international medical education and its positive impact has been revealed. Although this case only shows examples of the development and operation of IPE programs at the undergraduate level, it can be seen that even in Korea, if the operation strategy is well established, the application of IPE is never impossible.
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Methods A survey was administered to 263 residents and 358 faculty members in the Chonnam National University Hospital. The subjects were given a self-administered structured questionnaire designed to measure their perspectives on duty hour regulation. They were also asked to answer an open-ended question regarding their expectations or concerns regarding duty hour regulation. The response rates were 50.2% for residents and 24.0% for faculty members.
Results Residents and faculty members regarded the improvement of junior residents’ well-being favorably, but had conflicting views regarding senior residents. Residents expressed difficulty in completing unchanged workloads within the limited time, while faculty members were more concerned about worsening patient safety due to the discontinuity of care and insufficient resident education.
Conclusion Medical residents and faculty members had differing concerns regarding duty hour regulation. Further studies and the development of future policies should be considered to improve resident education and patient safety within the limited duty hour regulation.
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Methods Attitudes were assessed using the Patient Safety Questionnaire, a tool designed to measure attitudes toward patient safety among medical students. Questionnaires were distributed to 580 clinical year students across four medical schools in December 2018.
Results A total of 300 returned questionnaires were used in the final analysis. More than half of all respondents agreed (i.e., gave more than 4 out of 7 points) with most items and thoroughly considered the concept of patient safety. However, many students misperceived several items (e.g., professional incompetence as a cause of errors, disclosure responsibility, the importance of patient safety in the curriculum, and situational awareness).
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Methods The authors held a 4-hour CD class for third-year medical students. The aim of the class was to facilitate students to realize and reflect on the importance of CD on healthcare delivery in Korea. The class was comprised of an orientation about CD in Korea, physicians and multicultural guests sharing their experiences with students, small group discussion, and Q&A panel with multicultural guests. Students provided written feedback for program evaluation. Authors classified their comments qualitatively.
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PURPOSE The aim of this study is to evaluate the students' clinical competency from the patient safety perspective.
METHODS We conducted this evaluation in 2006 at College of Medicine, Kangwon National University. We surveyed 50 fourth-year medical students after finishing all clinical clerkships. 49 Students evaluated their achievement with 5-Likert score scale. The questionnaires were composed 6 domains: communication skills, prevention & management of adverse events, using evidence and information techniques, teamwork & leadership, medical ethical behaviors, and procedural skills. The each domains were constituted several items. Total 53 items was evaluated.
RESULTS The students' preparedness was relatively low in 28 items of the total 53(difficult communication, detecting and managing medical errors, using evidence and information technique, understanding of complex systems, autonomy, and procedural skills).
CONCLUSION The items with low achievement were closely related with medical errors and patient safety. These findings suggest that the clinical education is insufficient for preventing medical errors by students. For patient safety, we should understand the importance of achievement of competency related with patient safety and establish a systematic clinical curriculum with explicit learning outcomes.
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