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Medical Error Disclosure: An Entrustable Professional Activity During an Objective Standardized Clinical Examination for Clerkship Students.
Dougherty, Rebecca; Fornari, Alice; Farina, Gino; Olvet, Doreen M.
Afiliación
  • Dougherty R; Associate Professor, Department of Medicine and Science Education, Zucker School of Medicine at Hofstra/Northwell.
  • Fornari A; Professor, Department of Family Medicine and Science Education, Zucker School of Medicine at Hofstra/Northwell.
  • Farina G; Professor, Department of Emergency Medicine and Science Education, Zucker School of Medicine at Hofstra/Northwell.
  • Olvet DM; Associate Professor, Department of Science Education, Zucker School of Medicine at Hofstra/Northwell.
MedEdPORTAL ; 20: 11382, 2024.
Article en En | MEDLINE | ID: mdl-38380273
ABSTRACT

Introduction:

Most health care providers will be involved in a medical error during their careers. It is critical that future physicians receive formal training on error disclosure.

Methods:

We designed a formative skills-based objective standardized clinical exam (OSCE) for fourth-year medical students to assess competence in disclosing an error during a required entrustable professional activity. Faculty observed the encounter and completed a checklist evaluating students' performance in communication skills and content knowledge. Students received immediate formative feedback. They then participated in a facilitated case-based experience, discussed the critical elements of disclosure, utilized role-play to reinforce skills, and reflected on self-care practices. Finally, students completed a survey evaluating their perception of the OSCE's impact on their disclosure knowledge, skills, and attitudes.

Results:

Ninety-two students participated in the OSCE. Of those, 67 (73%) completed a retrospective pre/post survey assessing their disclosure knowledge, skills, and attitudes. Forty-one (62%) did not identify the error. Students who identified the error (26, 39%) were more likely to use the two-patient identifier than students who did not identify the error, χ2(1) = 13.3, p < .001. Self-reported comfort and confidence in disclosure improved, as did self-care practices (ps ≤ .005).

Discussion:

Students agreed that health care providers should disclose an error and know how to do so. Student self-reported comfort in disclosure and knowledge of how to disclose and how to report an error all improved following the OSCE and structured debrief. The OSCE and case-based experience can be adapted for implementation in curricula about error disclosure.
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Texto completo: 1 Colección: 01-internacional Banco de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Educación de Pregrado en Medicina Límite: Humans Idioma: En Revista: MedEdPORTAL Año: 2024 Tipo del documento: Article

Texto completo: 1 Colección: 01-internacional Banco de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Educación de Pregrado en Medicina Límite: Humans Idioma: En Revista: MedEdPORTAL Año: 2024 Tipo del documento: Article