**2. Problem and rationale for implementing patient safety curriculum**

Hospitalized patients may be affected by adverse effects. Meanwhile, patients on drugs could be harmed from side effects. Health professions education students should know how to deal with these harms. They should also know the outcomes of miscommunication [4]. Therefore, patient safety is one of human rights issues and a major health problem [1]. In the developed countries one of 10 hospitalized patients is harmed while in the developing countries the rate is higher than that in the industrial countries. A high percentage of these adverse events, reaches 83%, were preventable, while 30% caused the death of the patient [1]. The cost of additional hospitalization, legal actions, infection acquired in hospitals, and disabilities, is estimated in some countries between US \$ 6 billion and US \$ 29 billion in a year. So, there is a growing attention to the income benefits from improving patient safety [5]. Additionally, international accreditation guidelines and standards recommend teaching and learning skills related to patient safety [6].

As there are many adverse events caused by unfollowing the patient safety measures, training and supervision of the clinical staff, establishing clear guidelines and improving the record keeping are stated as priorities within the prevention strategies. Other causes, as low number of clinical staff and low resources are reported of low priorities [1].

Studies have identified that teaching patient safety to undergraduate students is a necessity, still, there is no either consensus on how to deliver it nor agreed upon priority areas [7, 8]. Even students themselves rated patient safety as important topic that should be included in their curricula [9].

Skilled health care professionals, who are using patient safety principles by intuitive practice, could not transfer it to practice. Meanwhile, the challenges of patient safety principles induction in curricula are mainly that non-academics or who in administrative responsibilities probably are not skilled in teaching and learning such new principles [9, 10].

So, the need of informed, skilled staff constitutes a major problem in delivering such courses. They should have the preplanned changes in their teaching to cope with the current recommendations of teaching patient safety. Another factor that may contribute to the problem is the current deficiency of performance and knowledge of the healthcare professionals regarding patient safety. Thus educational intervention is the main solution to this problem.
