Implementing and Evaluating a Patient Safety Curriculum for Undergraduate Medical Students using Blackboard | ||
| Suez Canal University Medical Journal | ||
| Article 9, Volume 23, Issue 2, October 2020, Pages 182-191 PDF (311.44 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/scumj.2020.128039 | ||
| Author | ||
| Marwa A. El Naggar* | ||
| Medical Education Unit, College of Medicine, Jouf University, KSA and Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt | ||
| Abstract | ||
| Background: One of the important components of the medical school curricula is patient safety education. Aim: To introduce a WHO patient safety course in medical undergraduate curriculum College of Medicine Jouf University (COM JU) using blackboard, measuring students’ attitudes and knowledge to patient safety course pre-post intervention. Methods: A quasi-experimental Pre-program/Post-program single group design was applied in this study. A Comprehensive sample of 5th-year undergraduate medical students (COM JU) (n=56) participated in the study. The first two levels of Kirkpatrick’s evaluation of educational intervention were measured; the first level (learner satisfaction) measured using The Attitudes to Patient Safety Questionnaire (APSQ) and the second level (knowledge) where students completed locally designed multiple-choice items targeting patient safety basic information. To increase student's awareness of the course author conducted a World Health Organization (WHO) learning from errors workshop before the implementation of the course. The course was uploaded on the learning management system (Blackboard). Students' satisfaction with blackboard as a learning tool for patient safety course was measured. Results: We matched student pretest with posttest and used paired t-tests to identify mean differences.Response rate was 86.15% (n=56) of students. There was a statistically significant difference between genders regarding the importance of patient safety (p =0.004). Results of (APSQ) showed that there was a minor improvement of attitude towards patient safety after the intervention. There was a statistically significant difference between students' knowledge test pre-post intervention (pre_42.86±12.17-post_54.83 ±14.9) p 0.000. Seventy-three percent 73% (n=41) of students agreed that Blackboard provided them with a positive learning experience. Conclusion: implementing a patient safety course into undergraduate medical education improved students’ knowledge of patient safety, blackboard is an effective learning management system to teach a course online from a students' perspective. | ||
| Keywords | ||
| Attitudes to Patient Safety Questionnaire (APSQ); Patient safety; Medical curricula; Kirkpatrick; WHO workshop | ||
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