Action research to foster knowledge and understanding of medical and health sciences students about patient safety in a climate of interprofessional education

doi:10.21203/rs.3.rs-3095416/v1

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Research Article

Action research to foster knowledge and understanding of medical and health sciences students about patient safety in a climate of interprofessional education

https://doi.org/10.21203/rs.3.rs-3095416/v1

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Background

Interprofessional education (IPE) plays an elementary role in improving healthcare outcomes by shared understanding and by reducing errors and adverse events. Unfortunately, most medical and health professionals have not received training for patient safety in an interprofessional setting, which can meet the needs of healthcare systems. This study aimed to evaluate the effectiveness of an IPE-based workshop in fostering the knowledge and understanding of senior medical and health sciences students about patient safety at the University of Sharjah in UAE.

Methods

Using a random sampling technique, we recruited students from College of Medicine (CoM), College of Pharmacy (CoP), College of Dental Medicine (CDM), and College of Health Sciences (CHS). The online synchronous real-time workshop included interactive resource sessions, breakout room discussions using real clinical cases, and pre-post surveys using a questionnaire with three domains of patient safety; medical professionalism, leadership in healthcare, and precision medicine.

Results

A total of 248 students and 20 facilitators participated in the workshop. CoM had the highest representation (47.5%), followed by CoP (36.5%), CHS (13.3%), and CDM (2.7%). There was statistically improved understanding in all domains of patient safety across all colleges (p < 0.001). Notably, students in years four and five from CoM and CoP showed significant improvement in their perceptions than other colleges (p < 0.001). The participants encountered challenges of weak internet connections, software issues, technical failures, and power outages during the workshop

Conclusion

This study highlights a positive impact of the IPE-based interventional workshop on the students' knowledge of patient safety. This underscores the paramount role of IPE in improving perceptions and approaches towards patient safety in the context of healthcare education.

Interprofessional education

patient safety

medical professionalism

leadership in healthcare

precision medicine

Interprofessional education (IPE) refers to the educational programs where students from different disciplines and professions learn with and from each other, and gain further insights into their respective roles and responsibilities [1]. IPE has increasingly gained popularity as the delivery of healthcare gradually becomes more interconnected in an endeavour to providing high-quality patient care [2]. Training of medical and health sciences students in the climate of IPE lays the foundation for a culture of collaboration in healthcare as it helps break down the barriers between different healthcare professionals, thus promoting better communication and collaboration in the delivery of patient care [3].

A large body of literature has argued that IPE leads to improved patient outcomes and quality of care by team-working, shared decision-making, and increased patient satisfaction [3] [4]. Additionally, IPE is associated with increased job satisfaction among healthcare workers and improved efficiency and delivery of patient care. Similarly, during medical practice, interprofessional collaboration between nurses and physicians can lead to a decrease in fall rates, a decrease in average length-of-stay, and an increase in bed turn and discharges before noon [5]. Promoting a more patient-centered approach, IPE helps healthcare workers learn to identify and address potential safety risks and consider the needs and perspectives of patients and their families. Such collaborative practice fosters a culture of patient safety in healthcare organizations [6]. A collective and well-understood approach, either in education or practice, is the key to mitigate the risk of diagnostic or therapeutic errors and to enhance patient safety. The United Nations has also developed the modular building blocks of sustainable developmental goals for transforming the world towards better education, health and well-being, food and water, cities and communities, and digital revolution [7]. Of these, patient safety holds a central role in improving the quality of delivery of healthcare systems [8].

There is no disagreement that healthcare workers (HCWs) from diverse branches of the medical field including, but not limited to, physicians, nurses, pharmacists, dentists, paramedics, physiotherapists, and social workers should coordinate their efforts to deliver high-quality patient care [9]. However, most medical and health-related professionals have not been educated and trained together in an interprofessional environment which can navigate the needs of healthcare systems. This defect in the undergraduate and graduate medical curricula can be bridged by a horizontal or vertical integration of IPE courses. Such educational reforms carry a strong promise of improving collaborative practice, role recognition, and changing attitudes towards team-work [10].

Though there is a proliferation of research about IPE, the objective impact of IPE on the knowledge and attitudes of the medical and health sciences students regarding patient safety is not well documented. Most studies have reported a paucity of literature regarding the effectiveness of IPE programs in healthcare [11] [12]. Likewise, in the gulf region including United Arab Emirates (UAE), there is a lack of coherent and collective efforts which can help medical educators fully understand and encourage healthcare students to learn and work in IPE environment. Recently, some IPE-driven workshops have been conducted as educational interventions to facilitate IPE collaboration among healthcare students, reporting a remarkably positive impact on healthcare students' knowledge and attitudes [13]. However, there remains a need to understand the role of educational interventions in determining their effectiveness for improving patient safety outcomes in the medical field. The overarching purpose of this study was to quantitively evaluate the impact of an IPE-based interventional workshop on the understanding and knowledge of the medical and health sciences students at the University of Sharjah (UoS) in UAE about patient safety. This pre-post study provides an encouraging evidence-based data on the role of IPE in improving the comprehension and understanding of medical and health sciences students about patient safety.

This action research primarily aimed to enhance the knowledge and understanding of medical and health sciences students of UoS about patient safety in an IPE environment. Due to the online nature of this workshop, a secondary end point outcome was to evaluate the level of engagement and challenges faced by the participants during the online workshop. This pre-post research was conducted during January 2023 on the medical and health sciences students of the four medical and health colleges of the UoS at UAE.

Study settings

The college of medicine (CoM) runs a 6-year integrated and systematic MBBS program using a problem-based learning pedagogy. All three phases of the program, basic sciences, pre-clinical and clinical, boast on early clinical exposure and the professional development of medical students with a growing emphasis on patient safety and IPE. There is no formally recognized course on IPE in the medical curriculum. However, through the interprofessional education and practice committee of four medical and health colleges of UoS, there is a remarkable readiness and interest of the students and faculty towards collaborative education and practice. The College of Pharmacy (CoP) offers a pharmacy bachelor program and three postgraduate programs; Master in Pharmaceutical Sciences, Pharm. D, and PhD in pharmaceutical sciences. Patient safety is an essential topic and holds a pivotal position in the CoP programs. The College of Dental Medicine (CDM) offers a 5-year program for the Bachelor of Dental Surgery Program. The curriculum includes four streams of dental health sciences, dental clinical practice, human biology, and community dentistry. Patient safety is taught in clinical settings with an emphasis on the assessment of students’ knowledge and clinical application about the subject. The College of Health Sciences (CHS) has seven undergraduate 4-year programs of nursing, physiotherapy, medical lab sciences, dietetics and nutrition, diagnostic imaging, environmental health, and health services administration. All these programs equip students with skills in conducting scientific research and prepare them to serve the patients and the scientific community immediately after their graduation. Currently, patient safety is interwoven in the curriculum and there is some emphasis on patient safety in both theory and practical. Per se, there are no formal IPE and patient safety courses in the curricula in all four medical and health colleges of UoS.

Study participants

Senior students (last 2 to 3 years of all programs) from CoM, CDM, CoP, CHS of the UoS participated in this study. These students were engaged in clinical clerkships during their hospital training part of the curriculum. Following the approval by the Research and Ethics Committee approval (REC-21-12-12) all eligible students from four colleges were sent invitations with flyers, registration links, QR codes and consent forms via email blurbs. The interested students were required to sign the consent form and complete the questionnaire. A participant information leaflet was distributed to all students for their pre-workshop knowledge and orientation.

Study questionnaire and clinical cases for breakout rooms

We adopted a validated questionnaire by Quatrara et al., [14] with in-house modifications to tailor the specific needs and research intent of our study. We reviewed the contents of the original questionnaire selected the right-fit statements to match the primary intent of this study. Later, we tested alternatives with the original statements and correlated changes between the two versions. Finally, multiple items were averaged together to offset potential flaws in any single item. This questionnaire development process helped us to prepare the final research instrument which contains three main segments: medical professionalism (8 statements), leadership in healthcare (6 statements) and precision medicine (5 statements). The instrument focused on the role of IPE in enhancing patient safety to improving the quality of healthcare outcomes using communication, teamwork, shared decision-making, and personalized medicine for patient-specific targeted management plans. The face and content validity of the questionnaire was pretested through several rounds of deliberations till a consensus was reached. The participants were required to answer their responses on a 5-point Likert’s scale from strongly agree, agree, neutral, disagree, and strongly disagree. For the breakout rooms, four real practice-based clinical cases were selected for small group interactive online discussions among the participants and facilitators. These practice-based real cases were identified by the medical and health sciences students and faculty of UoS and demonstrated some elements of compromise of patient safety. Broadly, these cases related to medication errors, wrong surgical procedure, and non-compliance with hand hygiene. The domains of IPE and patent safety in these cases included professionalism, leadership, communication, teamwork, shared decision making, and personalized medicine.

Pre-post workshop

The online workshop was conducted through ZOOM application and all participants allowed the organizers to record the workshop proceedings. The organizational structure of this 2.5 hours workshop is illustrated in Fig. 1.

After the introduction, and prior to the start to the workshop, all participating students were requested to fill the pre-workshop questionnaire online. Subsequently, three interactive resource sessions were delivered by researchers (SG, NS, and FJ) about different domains of patient safety, medical professionalism, leadership in healthcare, precision medicine, and the interchangeable roles of these domains in enhancing the quality of healthcare outcomes. Briefly, SG set the scene about the principles and significance of patient safety and IPE, and NS and FJ discussed the clinical cases, which compromised patient safety, in the light of the World Health Organization (WHO) guidelines to mitigate the quality of care. During the next phase of the workshop, the participants were distributed into 20 breakout rooms (12–15 students each room with a facilitator) for an inter-professional learning activity in the form of small groups discussions. The composition of students in each breakout room ensured equal or similar representation from each college and discipline to embrace the true IPE climate. The facilitators represented all four medical and health colleges of UoS and the workshop demonstrated a genuine case of IPE for students and facilitators. The participants were shown four clinical cases with some degree of threat to patient safety. During the breakout rooms, the students were invited to; 1) describe the incident related to patient safety (e.g. what went wrong?), 2) identify the potential underlying causes, 3) recognize the patient safety domain related to the case, 4) analyze the potential measures to prevent the incident, and 5) reflect on how inter-professional education and practice would contribute to patient safety in that case. At this stage, students were highly encouraged to interact, brainstorm, and reflect on their opinions under the guidance and assistance of group facilitators. Later, all students reconvened in the main workshop room, and student spokesperson from each breakout room presented a summary of small group discussions and plausible solutions of the discussed clinical scenarios to the main group. Finally, all students were requested to fill the same questionnaire for a pre-post workshop analysis. The workshop was then closed by wrapping up the event and thanking all organizers, students, facilitators, and IT support staff. Prior to the workshop, a dry run was done for the online training of facilitators and organizers for the internet security, breakout rooms dynamics, PowerPoint presentations and equipment check.

Statistical analysis

Data were presented as frequencies with percentages for categorical variables and as median with interquartile (IQR) for numerical variables. A series of Wilcoxon signed-rank test and McNemar test were conducted to determine if the medical professionalism, leadership in healthcare and precision medicine scores and percentages were different at two-point times (pre and post workshop) and if there were significant differences according to the year of study and college. Moreover, Chi square tests were performed to compare the percentages of agreement pre and post workshop. Statistical significance was set at p value ≤ 0.05 (two-sided). The data analysis was performed using the IBM Statistical Package for Social Sciences (SPSS) Statistics for Windows Version 28.0.

We invited 1256 students from CoM, CoP, CHS and CDM and, of those, 467 (37.2%) responded, 455 attended the workshop in part or in full (Fig. 2). A total of 248 students attended the workshop completely. The majority (47.6%) of students were from CoM, followed by CoP (36.7%) and CHS (13.3%), while the lowest representation was noticed from CDM (2.4%) as shown in Table 1.

Table 2 shows the impact of the workshop on students by comparing the pre and post workshop responses to the questionnaires. The differences between pre and post responses were statistically significance for the three main domains of medical professionalism, leadership in healthcare, and precision medicine (p < 0.001) as shown in Table 2. This reflects a significant impact of the workshop in improving the students’ knowledge about patient safety in an IPE climate.

Later, we analyzed differences in responses of the participants between pre post surveys by each theme in each year of study in each college. For medical professionalism (Table 3), although the pre-post differences in responses among students varied widely for three years, however, CoM and CoP showed statistically significant pre-post scores (p < 0.001).

Table 4 shows a comparison of the pre-post workshop perceptions of the participants about leadership in healthcare by the year of study and college or leadership in health care. It’s evident that Y4 and Y5 students (p < 0.001) demonstrated a substantial difference in their pre-post responses, and CoM (p < 0.001) and CoP (p < 0.024) showed statistically significance differences.

Lastly, for the domain precision medicine, students of all years showed statistically improved knowledge and understanding between their pre-post levels, and all colleges except CDM showed significant improvement (Table 5).

An itemized analysis of each statement of the questionnaire with reference to the pre-post scoring is presented in Table 6. The analysis showed a significant improvement in the knowledge and understanding of students in most of the items.

As the entire workshop lasted for about 2.5 hours, we generated interesting results from the Zoom analytics which signify the degree of engagement of the participants (Fig. 2). As many as 248 participants were able to attend the workshop in its entirety, while 14% and 11% were able to attend only for 1–2 and less than 1 hour, respectively.

Weak internet connection was the most frequent hurdle faced by the participants, followed by software issues, and technical failure (Fig. 3). Power outage was the least frequent problem faced 2%.

This pre-post action research reports the positive impact of an educational intervention on the medical and health sciences students’ understanding and knowledge about patient safety in an IPE climate. The research achieved its primary goal of fostering the comprehension and proficiency of the students from the medical and health sciences colleges of UoS by online interactive small group discussions under the supervision of facilitators. The diversity of students, facilitators, and speakers from different medical disciplines speaks volumes of the interest, willingness, and enthusiasm of the cohort towards the common goal of patient safety. All-together, this study demonstrates statistically improved understanding of students in all three domains of patient safety namely medical professionalism, leadership in healthcare, and precision medicine. Lastly, despite a host of technical challenges faced by the participants, their level of engagement in the synchronous online workshop remained high.

In the systematic review and meta-analysis by Guraya and Barr, the authors have diligently presented the case of the effectiveness of IPE in healthcare [15]. The study has shown a positive impact of IPE-based educational interventions in the medical field. However, the complexity of medical curricula and teaching pedagogies with overcrowded timetables pose special caveats to the integration of IPE courses. In the absence of a robust teaching framework for IPE, the linkages between the determinants and processes of collaboration at the levels of education, training, and practice will remain elusive [16]. Such disconnect between education and practice of IPE and collaboration will extend the gap between learners, educators, professionals, and organizations. Our study has vividly elucidated the enthusiasm of the participants towards bringing plausible solutions to the real practice-based clinical scenarios during interactive deliberations. The interprofessional climate encouraged the cohort to discuss case scenarios openly and objectively with compromised patient safety and this fact signifies the fundamental role of IPE in the medical field. At the same time, the high degree of engagement of the cohort of students and facilitators reflects their interest and attentiveness during the online workshop. Increased student engagement in online activities denotes better learning and educational impact [17]. Our study was able to provide the optimal virtual learning experience with significant outcomes.

Our pre-post statistical analysis for each year and each college has reported a substantial overall upswing in the knowledge and understanding of the participants towards all three domains of the questionnaire including medical professionalism, leadership in healthcare, and precision medicine (p < 0.001). This finding draws on the universal impact of the educational intervention in improving the students’ knowledge about patient safety in IPE climate. This capacity of IPE in bringing students and faculty from different professional and educational backgrounds is well-established [18]. Our study reaffirms the binding power of IPE by changing attitudes and by encouraging different stakeholders in the medical field to work towards the novel mission of improving patient safety and health systems.

In our study, for medical professionalism, there were remarkable differences in pre-post knowledge among students for three years, however, CoM and CoP showed statistically significant pre-post scores (p < 0.001). Such variations outline a natural phenomenon of gradually improved knowledge and proficiency of learners. A better improvement of the knowledge of the students of CoM and CoP might be related to a higher number of participants from these colleges or due to a better prior understanding or both. Medical professionalism refers to the set of values, behaviors, and responsibilities that allows the HCWs to gain trust in society [19]. However, the subject of medical professionalism must be grounded both in the nature of a profession and in the conduct of HCWs which can reflect societal expectations [20]. By adhering to the prescribed codes of medical professionalism including communication, team- work, privacy, agency, justice, accountability and duty of care, HCWs can potentially enhance patient safety and quality of patient care [21] [22]. Likewise, the Charter on Medical Professionalism outlines three fundamental principles of primacy of patient welfare, patient autonomy, and social justice [23]. The element of patient welfare and safety indicates a caring and compassionate approach towards patients which can be realized by a more coherent and collegial IPE approach in the medical field [24]. Foregoing in view, our study testifies the crucial role of medical professionalism in enhancing patient safety in an IPE-based learning activity.

Literature has signaled a positive correlation between leadership in healthcare and improved patient wellbeing and safety [25]. The current empirical evidence highlights the value of leadership, both formal and informal, in enhancing and sustaining patient safety [26]. Like the medical professionalism domain, our study showed a significant improvement in the understanding of the participants in leadership in healthcare. This finding is in agreement with other published reports [27] [28]. The underlying premise refers to the fact that healthcare leaders should develop a shared understanding with patients, families, physicians, and other healthcare workers to improve patient safety.

Like other attributes of the study questionnaire, precision medicine was well understood by most of the participants as reflected by statistically significant improvement of their knowledge except for CDM. Again, this is partially explained by a small number of participants from CDM. Precision medicine narrates disease by genomic sequencing and other technologic intersections with more precise targeting of subgroups of clinical conditions [29]. This specialized field carries a great potential to enhance patient care through high quality diagnostic sensitivity and precise therapeutic targeting [30]. Though a difficult subject, most participants thoroughly understood the concept of precision medicine in the IPE atmosphere as reflected by improved understanding in the post-workshop survey.

Study limitations

Though the sample size of 248 students from medical and health colleges was appropriate, the representations form each college was not comparable specially from CDM. This might have skewed the results. As there was a variation in the prior knowledge of the participants due to different curricula of the colleges, the degree of improvement in their knowledge might not be objectively assessed. Despite these limitations, overall results of the study demonstrate a collective improvement of the participants’ understanding.

This pre-post action research provides sufficient evidence to fostering the knowledge and understanding of medical and health sciences students towards patient safety in a climate of interprofessional education. The study endorses the value of IPE in improving the understanding and knowledge about three domains of patient safety; medical professionalism, leadership in healthcare and precision medicine. Medial educators are encouraged to utilize this data for the integration of IPE and patent safety domains into medical curricula.

Availability of data and materials

The SPSS raw dataset and other material are available on request. The corresponding author, Nabil Sulaiman, will provide additional data, if requested.

Acknowledgments

Authors are indebted to all students who actively participated in this research and contributed with their insightful comments during the workshop. At the same time, authors are grateful to Amna Othman, Eteman Ibrahim, Mais Abdalla, Munazza Ahmed, Sadeq Ibrahim, Dawood Al Shetiwi for facilitation of the workshop.

Authors’ contributions

SG and NS conceived the research concept and designed, planned the study. They also supervised the development of study tools and interventions, performed analysis of results and revised the manuscript. LD and JD worked on recruitment of the participants and other researchers, data collection and initial and final write up of the article. IM and MT participated in the interventional phase of the study and in manuscript editing and revisions. AH and VS managed the online workshop and data collection. All authors reviewed and approved the final draft of the article.

Funding

Not applicable.

Ethics approval and consent to participate

The University of Sharjah Research Ethics Committee (REC) approved this study (REC-21-12-12). An informed consent was obtained from all participants and the process followed the recommended policies and guidelines of the Declaration of Helsinki. No minors or illiterate participants were involved in the study.

Consent for publication

Not applicable

Competing interests

Prof. Salman Yousuf Guraya is a senior editorial board member and a guest editor of the special collection BMC Medical Education titled “Advancing healthcare systems with interprofessional education and collaboration”. All the other authors, namely: Nabil Sulaiman, Ahmed Hasswan, Vida Abdolhamid Salmanpour, Feras Jassim Jirjees, Mohamed Hassan Taha, Ibrahim Eltayeb Mahmoud, Jennat Alamara, Sausan AL Kawas, Manal Awad, Jacqueline Maria Dias, Leena R David, Mohamed Aly Haider, Shaista Salman, Nihar Ranjan Dash, Amal Al-Qallaf, Sara Shorbagi, don’t have any conflict of interest.

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Tables 1 to 6 are available in the Supplementary Files section.

Competing interest reported. Prof. Salman Yousuf Guraya is a senior editorial board member and a guest editor of the special collection BMC Medical Education titled “Advancing healthcare systems with interprofessional education and collaboration”. All the other authors, namely: Nabil Sulaiman, Ahmed Hasswan, Vida Abdolhamid Salmanpour, Feras Jassim Jirjees, Mohamed Hassan Taha, Ibrahim Eltayeb Mahmoud, Jennat Alamara, Sausan AL Kawas, Manal Awad, Jacqueline Maria Dias, Leena R David, Mohamed Aly Haider, Shaista Salman, Nihar Ranjan Dash, Amal Al-Qallaf, Sara Shorbagi, don’t have any conflict of interest.

Table1.pdf
Table 1: Characteristics of the study participants (n = 248).
Table2.pdf
Table 2: Pre-post-workshop differences in understanding about medical professionalism, leadership in healthcare, and precision medicine (n= 248).
Table3.pdf
Table 3: Comparison of the pre-post workshop perceptions of the participants about medical professionalism by the year of study and college (n = 248).
Table4.pdf
Table 4: Comparison of the pre-post workshop perceptions of the participants about leadership in healthcare by the year of study and college (n = 248).
Table5.pdf
Table 5: Comparison of the pre-post workshop perceptions of the participants about precision medicine by the year of study and college (n = 248).
Table6.pdf
Table 6: Differences between pre- and post-workshop responses by items (n = 248).

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Action research to foster knowledge and understanding of medical and health sciences students about patient safety in a climate of interprofessional education

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Abstract

Background

Methods

Results

Conclusion

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Background

Materials and Methods

Study settings

Study participants

Study questionnaire and clinical cases for breakout rooms

Pre-post workshop

Statistical analysis

Results

Discussion

Study limitations

Conclusion

Declarations

References

Tables

Additional Declarations

Supplementary Files

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