Identifying and testing a conceptual model of the individual factors that influence patient safety learning for medical students
type: CreativeWork
description: Introduction: The field of patient safety has increased in prominence over the last decade in response to information about the harm that occurs to patients in their journeys through healthcare. Healthcare education has also responded with the introduction of patient safety into many undergraduate and postgraduate curricula. Understanding how to influence healthcare worker behaviours is key to these responses. A vital area is the influence that individual factors have on patient safety behaviours. A model of the influences on patient safety has been proposed (Jackson 2008). There is little research in undergraduates that explores this area. This thesis presents a longitudinal series of studies following a cohort of students through a medical curriculum to answer the primary question: which individual factors influence learning about patient safety? Additionally to this how could these factors be tested in relation to patient safety for medical students? Methods: The series of studies used the Medical Research Council’s framework for the evaluation of complex interventions together with Kirkpatrick’s framework to test a conceptual model of individual factors relevant to medical students in patient safety. Measurable outcomes relevant to medical students needed to be identified for each level in Kirkpatrick’s hierarchy. Study 1 used focus group data, when the students were in year 1 of the curriculum, to identify the conceptual model of the influences on patient safety for medical students at level Kirkpatrick’s level 1. Study 2 tested the conceptual model at level 2a when the cohort of students was in year 3. The study used validated questionnaires to test associations between reflective ability, and knowledge and attitudes to patient safety (Kember 1999, Patey 2007). Study 3 occurred in year five. This study identified associations between reflective ability, safe behaviours and error behaviours, in a standardised simulated ward setting. This was used to establish a…
abstract: Introduction: The field of patient safety has increased in prominence over the last decade in response to information about the harm that occurs to patients in their journeys through healthcare. Healthcare education has also responded with the introduction of patient safety into many undergraduate and postgraduate curricula. Understanding how to influence healthcare worker behaviours is key to these responses. A vital area is the influence that individual factors have on patient safety behaviours. A model of the influences on patient safety has been proposed (Jackson 2008). There is little research in undergraduates that explores this area. This thesis presents a longitudinal series of studies following a cohort of students through a medical curriculum to answer the primary question: which individual factors influence learning about patient safety? Additionally to this how could these factors be tested in relation to patient safety for medical students? Methods: The series of studies used the Medical Research Council’s framework for the evaluation of complex interventions together with Kirkpatrick’s framework to test a conceptual model of individual factors relevant to medical students in patient safety. Measurable outcomes relevant to medical students needed to be identified for each level in Kirkpatrick’s hierarchy. Study 1 used focus group data, when the students were in year 1 of the curriculum, to identify the conceptual model of the influences on patient safety for medical students at level Kirkpatrick’s level 1. Study 2 tested the conceptual model at level 2a when the cohort of students was in year 3. The study used validated questionnaires to test associations between reflective ability, and knowledge and attitudes to patient safety (Kember 1999, Patey 2007). Study 3 occurred in year five. This study identified associations between reflective ability, safe behaviours and error behaviours, in a standardised simulated ward setting. This was used to establish a…
author: Ambrose, Lucy Jane
language: eng
keywords: Patient safety, Medical education, Reflection, Human Factors
date published: 2011
date modified: 2026-07-24T02:07:31Z
provider: University of Dundee
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Dundee