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Tytuł pozycji:

Disclosing medical errors: how do we prepare our students?

Tytuł:
Disclosing medical errors: how do we prepare our students?
Autorzy:
Swinfen D; Clinical Simulation and Skills Unit, Faculty of Health Sciences, University of the Free State, 205 Nelson Mandela Drive, 9300, Bloemfontein, South Africa. .
Labuschagne M; Clinical Simulation and Skills Unit, Faculty of Health Sciences, University of the Free State, 205 Nelson Mandela Drive, 9300, Bloemfontein, South Africa.
Joubert G; Department of Biostatistics, School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa.
Źródło:
BMC medical education [BMC Med Educ] 2023 Mar 28; Vol. 23 (1), pp. 191. Date of Electronic Publication: 2023 Mar 28.
Typ publikacji:
Journal Article
Język:
English
Imprint Name(s):
Original Publication: London : BioMed Central, [2001-
MeSH Terms:
Physician-Patient Relations*
Students, Medical*
Humans ; Cross-Sectional Studies ; Truth Disclosure ; Medical Errors
References:
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Contributed Indexing:
Keywords: Barriers to error disclosure; Disclosure of medical errors; Doctor-patient communication skills training; Duty of candour; Litigation; Medical errors; Medical ethics; Patient safety; Role modelling in medical education
Entry Date(s):
Date Created: 20230328 Date Completed: 20230330 Latest Revision: 20230331
Update Code:
20240104
PubMed Central ID:
PMC10054053
DOI:
10.1186/s12909-023-04125-3
PMID:
36978065
Czasopismo naukowe
Purpose: Despite patient safety initiatives, medical errors remain common and devastating. Disclosing errors is not only ethical, but also promotes restoration of the doctor-patient relationship. However, studies show active avoidance of error disclosure and the need for explicit training. In the South African setting, sparse information exists in terms of undergraduate medical training in error disclosure. To address this knowledge gap, the training of error disclosure in an undergraduate medical programme was examined, against the background of the available literature. The objective was to formulate a strategy to improve error disclosure teaching and practice, with the goal of improving patient care.
Methods: Firstly, the literature was reviewed regarding the training of medical error disclosure. Secondly, the undergraduate medical training in error disclosure was probed, by looking at the pertinent findings from a broader study on undergraduate communication skills training. The design of the study was descriptive and cross-sectional. Anonymous questionnaires were distributed to all fourth- and fifth-year undergraduate medical students. Data were predominantly analysed quantitatively. Open-ended questions were analysed qualitatively using grounded theory coding.
Results: Out of 132 fifth-year medical students, 106 participated (response rate 80.3%), while 65 out of 120 fourth-year students participated (response rate 54.2%). Of these participants, 48 fourth-year students (73.9%) and 64 fifth-year students (60.4%) reported infrequent teaching in the disclosure of medical errors. Almost half of the fourth-year students (49.2%) considered themselves novices in error disclosure, while 53.3% of fifth-year students rated their ability as average. According to 37/63 (58.7%) fourth-year students and 51/100 (51.0%) fifth-year students, senior doctors seldom or never modelled patient-centred care in the clinical training setting. These results resonated with the findings of other studies that showed lack of patient-centredness, as well as insufficient training in error disclosure, with resultant low confidence in this skill.
Conclusion: The study findings confirmed a dire need for more frequent experiential training in the disclosure of medical errors, in undergraduate medical education. Medical educators should view errors as learning opportunities to improve patient care and model error disclosure in the clinical learning environment.
(© 2023. The Author(s).)

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