**Author details**

Manel Mallouli<sup>1</sup> , Wiem Aouicha2 \*, Mohamed Ayoub Tlili<sup>2</sup> and Mohamed Ben Dhiab<sup>3</sup>

\*Address all correspondence to: wifi.waouma@gmail.com

1 Department of Community Health – Laboratory of Research LR12ES03, Faculty of Medicine Ibn El Jazzar, "Qualité des soins et management des services de santé maternelle", University of Sousse, Tunisia

2 Higher School of Health Sciences and Techniques of Sousse, Faculty of Medicine Ibn El Jazzar, Laboratory of Research LR12ES03, "Qualité des soins et management des services de santé maternelle", University of Sousse, Tunisia

3 Higher School of Health Sciences and Techniques of Sousse, Faculty of Medicine Ibn El Jazzar, University of Sousse, Tunisia

#### **References**


[8] El-Jardali F, Jaafar M, Dimassi H, Jamal D, Hamdan R. The current state of patient safety culture in Lebanese hospitals: A study at baseline. International Journal for Quality in Health Care. Oct 1, 2010;**22**(5):386-395

More attention should be paid to PSC in primary healthcare because changing values and attitudes needs time and motivation through training and improving risk management skills within healthcare providers. Also, as well, the results obtained bring up the necessity of the implementation of quality management system in Tunisian primary healthcare centers.

\*, Mohamed Ayoub Tlili<sup>2</sup>

Medicine Ibn El Jazzar, "Qualité des soins et management des services de santé maternelle",

2 Higher School of Health Sciences and Techniques of Sousse, Faculty of Medicine Ibn El Jazzar, Laboratory of Research LR12ES03, "Qualité des soins et management des services de

3 Higher School of Health Sciences and Techniques of Sousse, Faculty of Medicine Ibn El

[1] Bouafia N, Mahjoub M, Cheikh AB, Ezzi O, Jalleb NB, Njah M. Mesure de la culture sécurité des soins auprès des médecins dans un hôpital tunisien. Santé Publique. 2014;**26**(3):345-353

[2] Bodur S, Filiz E. A survey on patient safety culture in primary healthcare services in Turkey. International Journal for Quality in Health Care. Oct 1, 2009;**21**(5):348-355

[3] Webair HH, Al-assani SS, Al-haddad RH, Al-Shaeeb WH, Bin Selm MA, Alyamani AS. Assessment of patient safety culture in primary care setting, Al-Mukala, Yemen. BMC Family Practice [Internet]. Dec 2015;**16**(1). [cited May 11, 2017]. Available from:

[4] Gandhi TK, Weingart SN, Borus J, Seger AC, Peterson J, Burdick E, et al. Adverse drug events in ambulatory care. The New England Journal of Medicine. 2003;**348**(16):1556-1564

[5] Aranaz-Andrés JM, Aibar C, Limòn R, Mira JJ, Vitaller J, Agra Y, et al. A study of the prevalence of adverse events in primary healthcare in Spain. European Journal of Public

[7] Chen I-C, Li H-H. Measuring patient safety culture in Taiwan using the hospital survey on patient safety culture (HSOPSC). BMC Health Services Research. 2010;**10**(1):152

[6] Safer Primary Care. A global challenge. World Health Organization. 2012;**27**:28TH

http://bmcfampract.biomedcentral.com/articles/10.1186/s12875-015-0355-1

1 Department of Community Health – Laboratory of Research LR12ES03, Faculty of

and Mohamed Ben Dhiab<sup>3</sup>

**Author details**

86 Vignettes in Patient Safety - Volume 3

Manel Mallouli<sup>1</sup>

**References**

University of Sousse, Tunisia

, Wiem Aouicha2

santé maternelle", University of Sousse, Tunisia

Health. Nov 29, 2011;**22**(6):921-925

Jazzar, University of Sousse, Tunisia

\*Address all correspondence to: wifi.waouma@gmail.com


[21] Sutcliffe KM, Lewton E, Rosenthal MM. Communication failures: An insidious contributor to medical mishaps. Academic Medicine. 2004;**79**(2):186-194

**Chapter 6**

**Provisional chapter**

**Learning of Patient Safety in Health Professions**

**Learning of Patient Safety in Health Professions** 

DOI: 10.5772/intechopen.75973

The awareness of patient safety became one of the emerging topics over the last two decades. However, in medical curricula, the knowledge of its principles is still facing challenges concerning its proper timing and the suitable methods of instruction. Many studies have shown several trials dealing with the introduction, implementation, and evaluation of patient safety courses in health professions institutions. Moreover, the training of healthcare professionals focuses on the clinical and curative competencies rather than preventive skills. Therefore, the knowledge about patient safety is a necessity for all graduates in health professions careers. Thus the World Health Organization (WHO) have developed a curriculum guide for patient safety to help health professions institutions integrating patient safety principles in their curricula. This chapter will focus on the educational aspects of patient safety topics in health professions education.

**Keywords:** patient safety, curriculum, healthcare professionals, instructional methods,

Healthcare has been improved and developed to cope with the rapid evolution of knowledge. Hospitals, resources, and drugs are also continuously enhanced. Still, there are risks of the human errors which are always inevitable. Safety measures are now included in modern industries to overcome these errors. As the patients are the main customers of the health care system, patient safety is an important issue to maintain developing this system. The essential step towards lowering errors and harms to the patients is educating healthcare professionals

> © 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use,

distribution, and reproduction in any medium, provided the original work is properly cited.

Shimaa ElAraby, Rabab Abdel Ra'oof and

Shimaa ElAraby, Rabab Abdel Ra'oof and

Additional information is available at the end of the chapter

Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.75973

**Education**

**Education**

Rania Alkhadragy

**Abstract**

training

**1. Introduction**

about patient safety.

Rania Alkhadragy


#### **Learning of Patient Safety in Health Professions Education Learning of Patient Safety in Health Professions Education**

DOI: 10.5772/intechopen.75973

Shimaa ElAraby, Rabab Abdel Ra'oof and Rania Alkhadragy Shimaa ElAraby, Rabab Abdel Ra'oof and Rania Alkhadragy

Additional information is available at the end of the chapter Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.75973

#### **Abstract**

[21] Sutcliffe KM, Lewton E, Rosenthal MM. Communication failures: An insidious con-

[22] Organization WH, et al. World Alliance for Patient Safety: WHO Draft Guidelines for Adverse Event Reporting and Learning Systems: From Information to Action. 2005 [Cited May 12, 2017]. Available from: http://apps.who.int/iris/bitstream/10665/69797/1/

[23] Harmsen M, Gaal S, van Dulmen S, de Feijter E, Giesen P, Jacobs A, et al. Patient safety in Dutch primary care: A study protocol. Implementation Science. 2010;**5**(1):50

[24] Rea D, Griffiths S. Patient safety in primary care: Incident reporting and significant event reviews in British general practice. Health and Social Care in the Community. Jul

[25] Pierre MS. Safe patient care–safety culture and risk management in otorhinolaryngology. GMS Current Topics in Otorhinolaryngology – Head and Neck Surgery [Internet]. 2013;**12** [cited May 12, 2017]. Available from: http://pubmedcentralcanada.ca/pmcc/

[26] WHO. Multi-professional Patient Safety Curriculum Guide [Internet] [cited May 16, 2017]. Available from: http://www.who.int/patientsafety/education/curriculum/

tributor to medical mishaps. Academic Medicine. 2004;**79**(2):186-194

WHO-EIP-SPO-QPS-05.3-eng.pdf

2016;**24**(4):411-419

88 Vignettes in Patient Safety - Volume 3

articles/PMC3884544/

tools-download/en/

The awareness of patient safety became one of the emerging topics over the last two decades. However, in medical curricula, the knowledge of its principles is still facing challenges concerning its proper timing and the suitable methods of instruction. Many studies have shown several trials dealing with the introduction, implementation, and evaluation of patient safety courses in health professions institutions. Moreover, the training of healthcare professionals focuses on the clinical and curative competencies rather than preventive skills. Therefore, the knowledge about patient safety is a necessity for all graduates in health professions careers. Thus the World Health Organization (WHO) have developed a curriculum guide for patient safety to help health professions institutions integrating patient safety principles in their curricula. This chapter will focus on the educational aspects of patient safety topics in health professions education.

**Keywords:** patient safety, curriculum, healthcare professionals, instructional methods, training

#### **1. Introduction**

Healthcare has been improved and developed to cope with the rapid evolution of knowledge. Hospitals, resources, and drugs are also continuously enhanced. Still, there are risks of the human errors which are always inevitable. Safety measures are now included in modern industries to overcome these errors. As the patients are the main customers of the health care system, patient safety is an important issue to maintain developing this system. The essential step towards lowering errors and harms to the patients is educating healthcare professionals about patient safety.

© 2016 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. © 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

There are many involuntary but preventable adverse events that affect patients and may lead to temporary or permanent harms, including increased admission duration, or even causing the death of patients. These harms are most probably related to health care management system failure regardless of the competencies of the healthcare professionals. They also affect the general people and cause economic problem in both developed and developing countries. These events include diagnostic errors, medication errors, postoperative infections and complications, miscommunication, lack of personal and other identities. The problem may be higher in the developing countries because of the poorer infrastructure and lack of financial resources compared to developed countries [1, 2]. We should know that 80% of these events are system driven rather than individual mistakes. So, in order to reduce these adverse events, there is a need to implement a program incorporated in the healthcare system. This program requires the individual commitment towards patient safety rather than financial resources. We need to foster the culture of patient safety and this in turn will reduce the occurrence and impact of harms.

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

Learning of Patient Safety in Health Professions Education

http://dx.doi.org/10.5772/intechopen.75973

91

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

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

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 regard-

Medical educators are interested in introducing patient safety in medical programs, on the other side, there is a little training of the undergraduates' students regarding this topic [11]. Inadequate training and the failure of the clinicians and the assistant staff to follow guidelines and protocols contributed to the adverse events [1]. Students' needs should be assessed concerning the topics to be included in patient safety curricula. The goal-directed patient safety curriculum leads to an opened culture and improving the satisfaction of both patients and students [12].

Many factors contributed to this deficiency of training of the healthcare professionals such as: low recognition by the health professions institutions that integrating the principles of the patient safety in their curriculum is important, lack of familiarity and reluctance of the educators to teach these principles, emphasis of educating treatment rather than prevention of the disease and the perceived role of the teachers as only information provider or an expert [13].

Moreover, educational interventions for the healthcare students proved to enhance the prescription of the medications and the adherence to the guidelines by the physicians [14] .

The target learners' needs differ from one context to another. Previous training and experiences relevant to curriculum, existing proficiency and perceived deficiency of the learners should be assessed to adjust the suitable course. The preferences regarding different learning strategies and resources available to the learners help to conduct a learner-oriented course.

ing patient safety. Thus educational intervention is the main solution to this problem.

probably are not skilled in teaching and learning such new principles [9, 10].

of clinical staff and low resources are reported of low priorities [1].

their curricula [9].

**3. Healthcare professional needs**

Patient safety is about reducing the risk of unintentional but preventable harm related to health care system to an acceptable minimum. Patient safety is an attribute of the health care system as well as its relation to the physician skills. To develop a curriculum for patient safety, we must consider the complexity of healthcare system and the involvement of many individuals in the delivery of health services. Nowadays, patient safety is considered as a discipline that applies the safety measures and increases the effectiveness of health care system [3].

Necessary steps are to be followed while developing patient safety curriculum. Identification of the problem and the rationale for implementing such curricula is the first step. Then, assessing the needs of healthcare professionals and formulating objectives and selecting the appropriate content and instruction methods according to these needs are the next steps. Evaluating the implemented curriculum is then conducted for improving the process and taking actions and decisions regarding the other steps.
