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The Effectiveness of a Briefing, Instruction, Debriefing Format for Teaching Patient Safety
Objective: To evaluate the effectiveness of a Briefing, Instruction, Debriefing teaching method for improving third year medical students’ knowledge of patient safety principles.
Study Design: Participants were third year medical students enrolled in the OB/Gyn core clerkship at Abington Memorial Hospital from February through September 2012. Each group attended a “Briefing” session on the principles of team work, communication and “Just Culture”, received “Instruction” to observe a Morbidity and Mortality conference looking for positive and negative examples of each principle, and underwent a “Debriefing” after the conference where they shared interpretations of what they observed. Learning and retention were evaluated by comparing scores on a pre-test, post-test and final-test (end-of clerkship) examination.
Results: The forty one participating students’ average scores were 64.1%, 91.1%, and 87.9% correct on the pre-test, post-test and final tests respectively. Improvement in the pre- to post-test and final test scores were statistically significant (P< 0.001 for both). There was no statistical decline in performance comparing post-test and final-test scores (P=0.055).
Conclusion: Medical student knowledge of patient safety principles can be improved using a Briefing, Instruction, Debriefing teaching method that incorporates a Morbidity and Mortality Conference.
2013, Student, Clerkship Director, Clerkship Coordinator, Patient Care, Professionalism, Systems-Based Practice & Improvement, GME, UME, Team-Based Learning,