PSQI@JABSOM: Evaluation of a Web-Based Patient Safety Curriculum Resource for First-Year Medical Students
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2025
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Abstract
Introduction:
Patent safety and quality improvement (PSQI) has gained increasing attention in recent years among medical schools and residency programs. The USMLE began emphasizing PSQI concepts in 2015 (1). PSQI exposure in the first-year curriculum at JABSOM includes an AMA module and selected patient safety topics in problem-based learning (PBL) sessions. However, the AMA module has anecdotally failed to generate much enthusiasm about PSQI with little interactivity and content not yet relevant to medical students early in training. While PBL cases encourage active participation, they provide an incomplete and fragmented survey of foundational PSQI concepts. There remains a need for a comprehensive and engaging introduction to PSQI in the preclinical years.
Objectives:
The purpose of this study was to evaluate the effectiveness of an interactive, multimedia online module in increasing knowledge, interest, and belief in the importance of PSQI among first-year JABSOM students.
Methods:
After completing an online PSQI module, 77 first-year medical students were asked to participate in a survey assessing the following metrics before and after the intervention: perceived knowledge, interest, and belief in the importance of PSQI, likelihood of participating in future PSQI-related educational opportunities, and likelihood of reporting medical errors. The survey also included questions about students’ reactions to the module.
The module, delivered as a website, included content about the origin of PSQI, the application of the Swiss Cheese Model of accident causation to medical errors, and strategies to reduce medical errors. Interactivity was emphasized through multiple choice questions, content revealed on click, a simulated shadowing experience, and a reflection question with prior responses made visible to other students.
Results:
54 survey responses were received (70%). Students reported significantly increased knowledge about PSQI (p=0.001), interest in PSQI (p<0.0001), likelihood of participating in future PSQI-related educational opportunities (p<0.0001), and likelihood of reporting medical errors (p<0.0001). Belief in the importance of PSQI did not significantly change (p=0.566). However, 76% of participants already rated PSQI as “very important” before completing the module.
Furthermore, “strongly agree” responses were obtained from 80% of participants that the module was enjoyable, 96% that it was relevant to them as medical students, and 83% that they would recommend the module to future JABSOM students. In their subjective responses, students most often cited interactivity and simplicity as the module’s strengths.
Discussion:
The survey results support the module’s effectiveness in evoking both attitude and behavioral changes regarding PSQI. The module increased students’ perceived knowledge and interest in PSQI, likelihood of participating in future PSQI-related educational opportunities, and likelihood of reporting medical errors. Belief in the importance of PSQI remained relatively unchanged as most students already recognized its importance. The module’s success may be attributed to an interactive yet simple design and content tailored to first-year medical students, which students found both enjoyable and relevant to their education. These results further highlight the power of students teaching students–a foundational concept of PBL. An intuitive understanding of peers’ educational needs and preferences may aid students in designing effective curriculum resources.
Target Audience:
Medical educators and medical students.
References:
Changes to USMLE® 2015 – 2016. United States Medical Licensing Examination. December 22, 2014. Accessed October 27, 2024. https://web.archive.org/web/20150122003200/http://www.usmle.org/pdfs/Changes_to_USMLE_handout.pdf
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