Description and evaluation of an interprofessional patient safety course for health professions and related sciences students

Kimberly A. Galt, Karen Paschal, Richard L. O'Brien, Robert J. McQuillan, Janet K. Graves, Barbara Harris, Catherine Mahern, Linda S. Scheirton, James D. Bramble, Bartholomew E. Clark, John M. Gleason, Pat Hoidal, Kevin Moores, Keli Mu, Ann M. Rule, J. Chris Bradberry, Roberta Sonnino, Debra Gerardi

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

OBJECTIVES: The structure, process, and outcomes associated with planning, developing, and offering an interprofessional course on the foundations of patient safety is described, including how organizational, structural, cultural, and attitudinal barriers were overcome. METHODS: Seventeen faculty members from 7 colleges and schools and medical center participated-from the fields of decision sciences and systems, dentistry, medicine, law, nursing, occupational therapy, pharmacy, physical therapy, social work, health care administration, and outcomes management in health systems. Student assessment included theme analysis of open-ended questions, descriptive analysis of multiple- response option questionnaires, and criterion-based assessment of student performance on case studies. Triangulation of student comments, final course evaluation, and student performance evaluations were performed to learn overarching themes of student experience with the course. RESULTS: The students learned a different way of thinking, found the instructional design and active learning methods useful to learning, and felt prepared to solve problems in the future. Students believed that the content was an essential core knowledge for all health professionals (87%) and should be required for all health professions students (78%). Students achieved an application level of learning (77%) within the cognitive domain and the valuing level within the affective domain. Students agree (96%) that they can define and apply the basic principles and tenets of patient safety, including identification of tools needed to work effectively within the health system and to improve safety and strongly agree (100%) that they value patient safety as a professional practice framework. CONCLUSION: The universitywide implementation case may offer important lessons to others nationally in health care education.

Original languageEnglish
Pages (from-to)207-216
Number of pages10
JournalJournal of Patient Safety
Volume2
Issue number4
DOIs
StatePublished - Dec 2006

Fingerprint

Health Occupations
Patient Safety
Students
Health
Learning
Delivery of Health Care
Problem-Based Learning
Professional Practice
Occupational Therapy
Systems Analysis
Dentistry
Social Work
Medical Schools
Health Education
Nursing
Safety

All Science Journal Classification (ASJC) codes

  • Leadership and Management
  • Public Health, Environmental and Occupational Health

Cite this

Description and evaluation of an interprofessional patient safety course for health professions and related sciences students. / Galt, Kimberly A.; Paschal, Karen; O'Brien, Richard L.; McQuillan, Robert J.; Graves, Janet K.; Harris, Barbara; Mahern, Catherine; Scheirton, Linda S.; Bramble, James D.; Clark, Bartholomew E.; Gleason, John M.; Hoidal, Pat; Moores, Kevin; Mu, Keli; Rule, Ann M.; Bradberry, J. Chris; Sonnino, Roberta; Gerardi, Debra.

In: Journal of Patient Safety, Vol. 2, No. 4, 12.2006, p. 207-216.

Research output: Contribution to journalArticle

Galt, KA, Paschal, K, O'Brien, RL, McQuillan, RJ, Graves, JK, Harris, B, Mahern, C, Scheirton, LS, Bramble, JD, Clark, BE, Gleason, JM, Hoidal, P, Moores, K, Mu, K, Rule, AM, Bradberry, JC, Sonnino, R & Gerardi, D 2006, 'Description and evaluation of an interprofessional patient safety course for health professions and related sciences students', Journal of Patient Safety, vol. 2, no. 4, pp. 207-216. https://doi.org/10.1097/01.jps.0000236913.71826.16
Galt, Kimberly A. ; Paschal, Karen ; O'Brien, Richard L. ; McQuillan, Robert J. ; Graves, Janet K. ; Harris, Barbara ; Mahern, Catherine ; Scheirton, Linda S. ; Bramble, James D. ; Clark, Bartholomew E. ; Gleason, John M. ; Hoidal, Pat ; Moores, Kevin ; Mu, Keli ; Rule, Ann M. ; Bradberry, J. Chris ; Sonnino, Roberta ; Gerardi, Debra. / Description and evaluation of an interprofessional patient safety course for health professions and related sciences students. In: Journal of Patient Safety. 2006 ; Vol. 2, No. 4. pp. 207-216.
@article{27e83286f1d440e88bdbfef90b40572e,
title = "Description and evaluation of an interprofessional patient safety course for health professions and related sciences students",
abstract = "OBJECTIVES: The structure, process, and outcomes associated with planning, developing, and offering an interprofessional course on the foundations of patient safety is described, including how organizational, structural, cultural, and attitudinal barriers were overcome. METHODS: Seventeen faculty members from 7 colleges and schools and medical center participated-from the fields of decision sciences and systems, dentistry, medicine, law, nursing, occupational therapy, pharmacy, physical therapy, social work, health care administration, and outcomes management in health systems. Student assessment included theme analysis of open-ended questions, descriptive analysis of multiple- response option questionnaires, and criterion-based assessment of student performance on case studies. Triangulation of student comments, final course evaluation, and student performance evaluations were performed to learn overarching themes of student experience with the course. RESULTS: The students learned a different way of thinking, found the instructional design and active learning methods useful to learning, and felt prepared to solve problems in the future. Students believed that the content was an essential core knowledge for all health professionals (87{\%}) and should be required for all health professions students (78{\%}). Students achieved an application level of learning (77{\%}) within the cognitive domain and the valuing level within the affective domain. Students agree (96{\%}) that they can define and apply the basic principles and tenets of patient safety, including identification of tools needed to work effectively within the health system and to improve safety and strongly agree (100{\%}) that they value patient safety as a professional practice framework. CONCLUSION: The universitywide implementation case may offer important lessons to others nationally in health care education.",
author = "Galt, {Kimberly A.} and Karen Paschal and O'Brien, {Richard L.} and McQuillan, {Robert J.} and Graves, {Janet K.} and Barbara Harris and Catherine Mahern and Scheirton, {Linda S.} and Bramble, {James D.} and Clark, {Bartholomew E.} and Gleason, {John M.} and Pat Hoidal and Kevin Moores and Keli Mu and Rule, {Ann M.} and Bradberry, {J. Chris} and Roberta Sonnino and Debra Gerardi",
year = "2006",
month = "12",
doi = "10.1097/01.jps.0000236913.71826.16",
language = "English",
volume = "2",
pages = "207--216",
journal = "Journal of Patient Safety",
issn = "1549-8417",
publisher = "Lippincott Williams and Wilkins",
number = "4",

}

TY - JOUR

T1 - Description and evaluation of an interprofessional patient safety course for health professions and related sciences students

AU - Galt, Kimberly A.

AU - Paschal, Karen

AU - O'Brien, Richard L.

AU - McQuillan, Robert J.

AU - Graves, Janet K.

AU - Harris, Barbara

AU - Mahern, Catherine

AU - Scheirton, Linda S.

AU - Bramble, James D.

AU - Clark, Bartholomew E.

AU - Gleason, John M.

AU - Hoidal, Pat

AU - Moores, Kevin

AU - Mu, Keli

AU - Rule, Ann M.

AU - Bradberry, J. Chris

AU - Sonnino, Roberta

AU - Gerardi, Debra

PY - 2006/12

Y1 - 2006/12

N2 - OBJECTIVES: The structure, process, and outcomes associated with planning, developing, and offering an interprofessional course on the foundations of patient safety is described, including how organizational, structural, cultural, and attitudinal barriers were overcome. METHODS: Seventeen faculty members from 7 colleges and schools and medical center participated-from the fields of decision sciences and systems, dentistry, medicine, law, nursing, occupational therapy, pharmacy, physical therapy, social work, health care administration, and outcomes management in health systems. Student assessment included theme analysis of open-ended questions, descriptive analysis of multiple- response option questionnaires, and criterion-based assessment of student performance on case studies. Triangulation of student comments, final course evaluation, and student performance evaluations were performed to learn overarching themes of student experience with the course. RESULTS: The students learned a different way of thinking, found the instructional design and active learning methods useful to learning, and felt prepared to solve problems in the future. Students believed that the content was an essential core knowledge for all health professionals (87%) and should be required for all health professions students (78%). Students achieved an application level of learning (77%) within the cognitive domain and the valuing level within the affective domain. Students agree (96%) that they can define and apply the basic principles and tenets of patient safety, including identification of tools needed to work effectively within the health system and to improve safety and strongly agree (100%) that they value patient safety as a professional practice framework. CONCLUSION: The universitywide implementation case may offer important lessons to others nationally in health care education.

AB - OBJECTIVES: The structure, process, and outcomes associated with planning, developing, and offering an interprofessional course on the foundations of patient safety is described, including how organizational, structural, cultural, and attitudinal barriers were overcome. METHODS: Seventeen faculty members from 7 colleges and schools and medical center participated-from the fields of decision sciences and systems, dentistry, medicine, law, nursing, occupational therapy, pharmacy, physical therapy, social work, health care administration, and outcomes management in health systems. Student assessment included theme analysis of open-ended questions, descriptive analysis of multiple- response option questionnaires, and criterion-based assessment of student performance on case studies. Triangulation of student comments, final course evaluation, and student performance evaluations were performed to learn overarching themes of student experience with the course. RESULTS: The students learned a different way of thinking, found the instructional design and active learning methods useful to learning, and felt prepared to solve problems in the future. Students believed that the content was an essential core knowledge for all health professionals (87%) and should be required for all health professions students (78%). Students achieved an application level of learning (77%) within the cognitive domain and the valuing level within the affective domain. Students agree (96%) that they can define and apply the basic principles and tenets of patient safety, including identification of tools needed to work effectively within the health system and to improve safety and strongly agree (100%) that they value patient safety as a professional practice framework. CONCLUSION: The universitywide implementation case may offer important lessons to others nationally in health care education.

UR - http://www.scopus.com/inward/record.url?scp=33847200459&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33847200459&partnerID=8YFLogxK

U2 - 10.1097/01.jps.0000236913.71826.16

DO - 10.1097/01.jps.0000236913.71826.16

M3 - Article

AN - SCOPUS:33847200459

VL - 2

SP - 207

EP - 216

JO - Journal of Patient Safety

JF - Journal of Patient Safety

SN - 1549-8417

IS - 4

ER -