Table 1 Outline of the iPEPS-course
From: Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study
Module 1 (4 h) | Module 2 (4 h) | Module 3 (4 h) | |
|---|---|---|---|
1. Learning objectives (What will students be able to do?) | (1) Define the most relevant key terms, concepts and models in the field of ‘patient safety.’ (2) Explain the reasons and most important contributing factors for the occurrence of critical incidents in healthcare organizations. (3) Reflect on their personal attitude towards critical incidents and how these are managed within an interprofessional team. (4) Recognize the importance of developing a positive and open safety and error-free culture for their professional work. | (1) Describe the associations between error-contributing (system) factors and critical incidents, as well as strategies to avoid their reoccurrence. (2) Compute an error and risk analysis of a critical incident based on the Accident Causation Model (“Swiss Cheese” Model) and according to the London protocol. (3) Recognize the perspectives and roles within an interprofessional team. | (1) Decide which critical incidents need to be reported and justify the decision within an interprofessional team. (2) Correctly fill out a critical incident report form of the South Tyrolean Health Care Trust with an interprofessional team. (3) Reflect on which factors can foster or hinder the reporting of critical incidents in healthcare organizations. |
2. Content (What will students learn?) | - Key terms, concepts and models (e.g. types of errors, critical incident, near miss, adverse event, safety/error culture, Accident Causation Model (“Swiss Cheese” Model). - The difference between errors, critical incidents and near miss, adverse and sentinel events. - Human factors: reasons for and contributing factors on the individual and organizational level to the occurrence of critical incidents and patient harm. - Methods and tools for recognizing and intervening in potential critical situations (speaking up). | - Accident Causation Model (“Swiss Cheese” Model). - Error and risk analysis according to the London-Protocol. | - The reporting and learning system of the South Tyrolean Health Care Trust (CIRS) to improve patient safety. |
3. Didactic methods (TBL) (How will students learn?) | TBL Phase 1: Pre-class study - iPEPS pre-test - Literature (book chapters) TBL Phase 2: Readiness Assurance - IRAT/GRAT (multiple choice test) - Appeals/Feedback Slide and lecture (15 min) - ‘Recognizing errors’ (key messages) TBL Phase 3: Application - Group assignments based on case studies (speaking up/observing care delivery problems) - Groups make specific choices, followed by simultaneous reporting. | - Watch WHO video on Vincrestine - Literature (London Protocol) - IRAT/GRAT (multiple choice test) - Appeals/Feedback - Analysing errors (key messages) Group work (error and risk analyses of an adverse event using fishbone diagram / proposing quality improvement interventions), followed by sequential presentation in plenum. | - Critical Incident Report Form - Literature (articles) - IRAT/GRAT (multiple choice test) - Appeals/Feedback - Reporting errors (key messages) Group work (Case scenarios / decision making on which critical incident needs to be reported / filling out the critical incident report form), followed by sequential presentation in plenum. |
4. Assessment (How will learning outcomes be evaluated?) | - Individual Performance (IRAT) - Team Performance (GRAT) | - Individual Performance (IRAT) - Team Performance (GRAT) | - Individual Performance (IRAT) - Team Performance (GRAT) |