Table 1
Learning objectives (LO) and exemplary questions in e-learning module.
| LO1: THE STUDENT KNOWS THE DIFFERENCE BETWEEN SAFETY-I AND SAFETY-II | LO2: THE STUDENT KNOWS WHAT THE FRAM METHOD IS AND CAN APPLY THIS TO A CLINICAL CASE |
|---|---|
| 1. The Safety-II approach focusses on… a. Opportunities and possibilities b. Personnel and protocols c. National procedures and incidents d. The Hospital Admissions Related to Medication (HARM) study and re-hospitalizations | 1. In the context of medication safety, what does the term “Work-as-imagined” mean in comparison to “Work-as-done”? a. WAI refers to choosing treatment based on guidelines and protocols, whereas WAD refers to situations where medications work effectively and without complications. b. WAI represents the prescribed protocols and procedures that should be followed, while WAD represents the way healthcare providers actually work in practice, taking into account the complexity and variability of situations. c. WAI is the way pharmacists prepare medications, while WAD is the way patients actually take the medications. |
| 2. Which of the following research methods fits a Safety-I approach? a. Prevention and Recovery Information System for Monitoring and Analysis (PRISMA) b. Functional Resonance Analysis Method (FRAM) | 2. Matching question Students match aspects to a function in a clinical case. For example: In case of ‘’A fatigued patient’’, students determine whether the aspect ‘’No fear of injections’’ should be classified as an Input, Output, Precondition, Resource, Control or Time requirement for the function ‘’Referring a patient for blood tests”. |
Figure 1
Design cyclical action research. A visual representation of the continuous learning cycle that was applied during the development of the innovative medication safety course in the master’s medicine curriculum. Green: actions by the developers; Blue: actions by the students.
| Development | 1. Involve stakeholders with diverse backgrounds |
| 2. Compose a list of learning objectives prior to study material or assignments | |
| Implementation | 3. Listen to wishes of the target group |
| 4. Create a safe environment for students to reflect on their clerkship | |
| 5. Be prepared and willing to adapt the course in real time based on student and stakeholder feedback | |
| Evaluation | 6. Create a continuous reflection – improvement loop to improve the course |
| 7. Try out Safety-II goggles yourself and explore options for wider implementation! |
