Patient Safety, Risk & the Undergraduate Curriculum A perspective from University of Nottingham...

Andy Norris, Consultant Anaesthetist, NUH

Patient Safety, Risk & the Undergraduate Curriculum

A perspectivefrom

University of NottinghamFaculty of Health Sciences


What can I share with the already committed?

Our understanding of the imperativeSome concepts that may help to engage/influence curriculum decision makersEducational impactCourse contentA vertical theme with spiral learning (Leeds)Practicalities of delivery in early yearsLearning from practice: tools for reflective learningPublic/Patient & Multi-professional modelAssessment


GMC recommendations• Suitable attitudes and behaviour• Core & options curriculum• Integrated course•Minimise factual information• Self-directed learning• Essential clinical skills• Communication skills• Health & safety of public•Modern teaching & learning systems• Appropriate schemes of assessment


GMC 2009WHO 2009House of CommonsSelect Report 2009


?


Educational impact: a personal story

• Usual curriculum concerns

• Story of an afternoon– Interpretation of data– Cognitive bias– Everyday communication

errors– Task fixation– Pivotal data– Cognitive overload


What models are there? Leeds

Communication, handoverSelf & situation awareness

Reflective learning from incidents: a culture

Feedback/decsion making, RCA, NPSA

Safe care across boundaries: presribing

Failure in organizationsUnderstanding systemsObservation, Reporting

Reflection, Learning

Language/ Human Factors/

Causation

Postgrad

Foundation

Yr 5

Yr 4

Yr 3

Yr 2

Yr 1Knowledge

Skills: observation. listening


Proposal: a patient safety curriculum theme

• Patient safety education linking theory with practice• Competency based outcomes (assessment methods)• Explicit patient safety/performance links with existing generic and specific content• Patient & public perspective - narrative learning• Senior students demonstrate educational impact through improved clinical performance• Multidisciplinary - Hospital & community / social care; Psychology, sociology, business, engineering • Multi-professional IPL opportunities should be optimized and IPL experiences reinforced


Summary

•Logical, timely, professional imperative•Feasibility: engagement, tools and resources, impact•Curriculum models: knowledge base, skills, behaviours, theory and practice, vertical.

Patient Safety, Risk & the Undergraduate Curriculum A perspective from University of Nottingham...

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