Educational Safety Curriculum, Medical Education, Patient Safety, Surgical Resident
Conditions
Brief summary
The purpose of this study is to compare the effectiveness of two methods, safety curriculum in addition to online training alone, for teaching patient safety to surgery residents. Despite multiple studies evaluating educational safety curricula, the best methods for teaching residents about patient safety is unknown. It is hypothesized that empowering surgery residents to actively engage in behaviors to increase patient safety may lead to a higher quality perioperative care and communication.
Interventions
BEHAVIORALEducation - BIPS course
The guiding principles behind the BIPS program include: (1) explaining how complex systems cause human error and how human error can lead to patient harm in complex systems; (2) diagnosing human error and identifying a prevention behavior for each of the three types: skill, rule, and knowledge; and (3) preventing error by promoting safety behaviors, such as having attention to detail, communicating clearly, having a questioning attitude, and speaking up for safety
BEHAVIORALFormal safety curriculum
The educational program is designed to improve patient safety by informing residents about safe operating room behaviors.
BEHAVIORALOngoing evaluation and feedback
The feedback program is designed to encourage the use of safe behaviors and to discourage unsafe behaviors taught in the workshops.
Sponsors
The University of Texas Health Science Center, Houston
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
20 Years to 40 Years
Healthy volunteers
No
Inclusion criteria
* All surgery residents at the University of Texas Health Science Center at Houston, from post-graduate year (PGY)-1 to PGY-5.
Exclusion criteria
* Non-surgery residents at the University of Texas Health Science Center at Houston.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Changes in safety culture as measured by the Safety Attitudes Questionnaire (SAQ) | Baseline, One year |
Secondary
| Measure | Time frame |
|---|---|
| Learner satisfaction, knowledge, and behaviors as measured by the Oxford Non-Technical Skills (NOTECHS) system | One year |
Outcome results
None listed