Disclosing medical errors: how do we prepare our students?

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.

The PIER framework for healthcare simulation integration in undergraduate physiotherapy education.

BACKGROUND: The need for healthcare curricula renewal to facilitate a continuum in education from classrooms to diverse healthcare settings is undeniable. Simulation has been recognized as an educational strategy to address healthcare education challenges, with limited reporting on the integration of simulation-based learning experiences in physiotherapy education. The study aimed to describe the finalisation of a framework for integration of healthcare simulation in an undergraduate physiotherapy program. METHODS: A qualitative descriptive research design was utilized. Five South African experts in the fields of healthcare simulation and/or physiotherapy education contributed to the finalization of the framework during a consensus meeting. Content analysis was employed and credibility was ensured through double coding. RESULTS: Structural coding yielded five themes- Planning, Implementation, Program Evaluation, Program Revision and Framework. The five themes consisted of fifteen categories, two sub-categories and 44 codes. The planning theme was most robust with seven categories. The Planning, Implementation, Evaluation, Revision (PIER) framework was developed and finalized by expert participants. following the consensus meeting. CONCLUSION: Needs analyses when planning and incorporating simulation is essential. Collaboration through resource and knowledge sharing is vital in developing a responsive curriculum integrating simulation. Furthermore, facilitator and student preparation are paramount in ensuring active engagement in simulated-based learning experiences. The interconnectedness of all framework elements and integration phases, as well as the implied importance of competent facilitators and prepared students is crucial and highlights careful consideration to be given to these aspects. The PIER framework is generic in nature and represents the continuous process of simulation integration for any healthcare program.

Students' perceptions of interprofessional education and collaborative practice: analysis of freehand drawings.

There is a global shortage of healthcare professionals, but in the social economic environment of Africa workforce numbers are lower than the global average per head of population. It is argued that interprofessional and collaborative care may offer a solution to this problem, and therefore interprofessional education has become a requirement for accreditation. This paper reports on an innovative initiative of a South African university, which implemented four two-hour education sessions of which the two middle sessions were simulated with standardised patients. The 28 interprofessional student groups each created a freehand drawing of their perception of collaborative practice during the fourth and final session. Four out of the 28 images were randomly selected and analysed according to specified steps by three researchers using qualitative methods. Seven themes emerged, which identify the characteristics and principles of collaborative practice and suggest that culture plays an important role. The findings also reveal the tensions arising from the difficult and uphill battle to attain collaborative practice due to silo based training models, multidisciplinary care, and fragmented healthcare services. Educational planners may need to consider the challenges of implementation of the theory of IPE into the real world of practice as well as how to overcome the hidden cultural issues that may impede success.

The Biodistribution and Utility of 99mTc-Ethylenedicysteine-Deoxyglucose (99mTc-Glucosamine) in the Identification of Active Disease in Patients with Rheumatoid Arthritis-a Single Center Prospective Study.

Purpose: Our objectives were to investigate the utility of 99mTc-ethylenedicysteine-deoxyglucose (ECDG) in identifying active disease in the joints of patients with rheumatoid arthritis (RA), as well as to evaluate the biodistribution of this radiopharmaceutical. Methods: A prospective study was conducted at the Department of Nuclear Medicine of the University of the Free State/Universitas Academic Hospital in Bloemfontein, South Africa. Twenty-two participants from the rheumatology department diagnosed with RA according to the ACR/EULAR classification criteria were enrolled. Participants were injected with 20-25 mCi of 99mTc-ECDG. Flow, blood pool, whole body, delayed static, and SPECT/CT images were acquired. Known sites of disease were qualitatively assessed for intensity of uptake, and disease severity was graded (Grade 0-3). Results: Twenty-two participants were studied. The median (interquartile range) age was 59 (49-68) years, and the majority (n = 21; 95.5%) were females. There was abnormal increased uptake of 99mTc-ECDG noted in majority of the sites of known disease, including unknown sites. SPECT/CT imaging localized radiotracer uptake specifically to the synovial space. Similar biodistribution of radiotracer was noted in all patients, irrespective of disease severity or fasting status. Conclusion: 99mTc-ECDG can efficiently assess disease activity in the joints of patients with RA. It accumulates in sites of both clinical and subclinical disease and might be a very useful tool for the rheumatologist in the management of patients with RA.

The prognostic value of 99m Tc-glucosamine imaging in patients with rheumatoid arthritis: a single center prospective study.

OBJECTIVES: Poor prognostic factors in rheumatoid arthritis (RA) are associated with a more severe form of the disease. Nuclear medicine functional imaging has shown remarkable merit at identifying active disease in patients with RA and is increasingly being used in this regard. However, its prognostic value has not been evaluated thoroughly. We aimed to assess the prognostic value of technetium-99m ( 99m Tc-) glucosamine imaging in patients with RA. METHODS: Twenty-two participants diagnosed by an experienced rheumatologist with RA were recruited for inclusion in the study. Blood samples were obtained from each participant for baseline C-reactive protein, erythrocyte sedimentation rate, rheumatoid factor (RF) and anti-cyclic citrullinated peptide (anti-CCP) antibody titer. On the same day, each participant was injected with 20-25 millicurie (mCi) of 99m Tc-glucosamine. Planar and single-photon emission computed tomography images of known disease sites were acquired up to 2 hours after radiopharmaceutical administration. Affected joints were qualitatively assessed and graded for 99m Tc-glucosamine uptake and compared with blood results. RESULTS: All participants affected joints had an increased uptake of the radiopharmaceutical, with 14 (63.6%) having elevated RF and anti-CCP antibody titers. Eight of the 14 patients with increased RF and anti-CCP antibodies had grade 3 uptake of 99m Tc-glucosamine. The remaining 6 had grade 2 uptake. A significant correlation between higher grade uptake and increased levels of RF and anti-CCP antibodies ( P  = 0.031) was observed. CONCLUSION: We found a strong correlation between high-grade disease on imaging and the presence of RF and anti-CCP antibodies in patients with RA.

Health sciences educator's simulation debriefing practice needs: A mixed methods study.

BACKGROUND: Simulation debriefing influences learning from healthcare simulation activities. Health sciences educators must be competent in conducting simulation debriefing for healthcare students. A structured faculty development intervention for health sciences educators must be informed by educator needs to enhance its utility. This paper describes the needs of health sciences educators regarding simulation debriefing at a faculty of health sciences. MATERIALS AND METHODS: A parallel convergent mixed methods study design was applied on a selected population of 30 health sciences educators at the University (x) who integrate immersive simulation for first- to final-year students in their undergraduate programs. The Objective Structured Assessment of Debriefing tool underpinned observations which informed the quantitative strand of the study, while semi-structured interviews were conducted as part of the qualitative strand. Descriptive statistics and thematic analysis were used to analyze the data. RESULTS: Health sciences educators struggled to establish the learning environment for simulation (median 1), facilitate learning (median 3), and evaluate their debriefing activities. However, they were able to apply an appropriate approach toward simulation (median 4). They identified the need to be educated on the fundamentals of simulation-based education. CONCLUSION: A continuing professional development program must be developed aimed at transforming approaches toward facilitating learning, explaining the fundamentals of simulation-based education, modeling of best-practices related to debriefing, and applying appropriate strategies for evaluating debriefing activities.

A comparison of the effectiveness of QCPR and conventional CPR training in final-year medical students at a South African university.

INTRODUCTION: High-quality cardiopulmonary resuscitation (CPR) saves lives. Training on basic first aid manikins allows students to practice manoeuvres and provides realistic resistance to chest compressions. Conventional CPR has no real-time feedback to observe the quality of CPR. Quality cardiopulmonary resuscitation (QCPR) is technology using wireless sensors embedded in the manikin to measure the effectiveness of core CPR components. This study compared the effectiveness of CPR training of final-year undergraduate medical students using electronic-feedback QCPR adult manikins and conventional adult manikins. The effectiveness of compressions was compared and return on investment was investigated. METHODS: In an experimental study, 53 students were divided into two groups using simple random sampling. The QCPR group practised CPR on the QCPR manikins. The CPR group practised on conventional CPR manikins. Both groups were allowed to practice for approximately 10 minutes. After the training session, both groups were tested using the QCPR manikin. Only chest compression performance in adult-sized manikins were measured, recorded and compared. RESULTS: The median flow fraction for the QCPR group was 78.0% (interquartile range (IQR) 63-89%) and for the CPR group 80.0% (IQR 74-85%). The median number of compressions for the QCPR group was 104 (IQR 101-109) and for the CPR group 107 (IQR 79-124). Both groups achieved a 100% compression rate with adequate depth. The maximum total effectiveness of both groups was 99%. No statistically significant difference was seen for the overall percentage of compression effectiveness between the groups. CONCLUSION: Participants achieved acceptable scores on most CPR compression metrics and complied with CPR guidelines in most cases. Efficacy of CPR training on conventional and QCPR manikins was comparable. CPR training in low resource settings can be just as effective on conventional manikins. Immediate feedback technology adds value to the training experience, allowing for individuals to adjust for deviations to set standards.

Prevalence of eye pathology in a group of diabetic patients at National District Hospital Outpatient Department in Bloemfontein, South Africa.

BACKGROUND: Diabetic retinopathy is the third most common cause of blindness after cataracts and glaucoma in South Africa. Primary healthcare interventions providing eye care services play an important role in preventing complications. AIM: To determine the prevalence of eye pathology in a group of diabetic patients at National District Hospital by screening for diabetes-associated ocular pathology. SETTING: Outpatients Department run by Department of Family Medicine at National District Hospital in Bloemfontein from June to July 2014. METHODS: Interviews were used to collect information regarding diabetic patients' history of diabetes mellitus and if and when previous diabetic retinopathy screening was performed. Visual acuity was assessed, intra-ocular pressure measured and a non-mydriatic digital fundus camera used to screen for retinal pathology. RESULTS: During the last year, only 4.5% of patients had their vision checked with a Snellen chart, and 16.5% were examined with an ophthalmoscope. Since diagnosis of diabetes, only 15.5% of patients were referred to an ophthalmologist. Patient referral was needed for 87 (42.9%) cases for refractive disorders, 37 (18.2%) for suspected glaucoma, 30 (14.8%) for cataracts, and 22 (10.8%) for diabetic retinopathy. CONCLUSION: This study confirms that glaucoma, cataracts and diabetic retinopathy are prevalent eye conditions among diabetic patients. Offering eye screening at primary healthcare level may contribute to early detection of eye pathology and timeous referral for sight-saving treatment.