El Naggar, M. (2020). Implementing and Evaluating a Patient Safety Curriculum for Undergraduate Medical Students using Blackboard. Suez Canal University Medical Journal, 23(2), 182-191. doi: 10.21608/scumj.2020.128039
Marwa A. El Naggar. "Implementing and Evaluating a Patient Safety Curriculum for Undergraduate Medical Students using Blackboard". Suez Canal University Medical Journal, 23, 2, 2020, 182-191. doi: 10.21608/scumj.2020.128039
El Naggar, M. (2020). 'Implementing and Evaluating a Patient Safety Curriculum for Undergraduate Medical Students using Blackboard', Suez Canal University Medical Journal, 23(2), pp. 182-191. doi: 10.21608/scumj.2020.128039
El Naggar, M. Implementing and Evaluating a Patient Safety Curriculum for Undergraduate Medical Students using Blackboard. Suez Canal University Medical Journal, 2020; 23(2): 182-191. doi: 10.21608/scumj.2020.128039
Implementing and Evaluating a Patient Safety Curriculum for Undergraduate Medical Students using Blackboard
Medical Education Unit, College of Medicine, Jouf University, KSA and Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
Abstract
Background: One of the important components of the medical school curricula is patient safety education. Aim: To introduce a WHO patient safety course in medical undergraduate curriculum College of Medicine Jouf University (COM JU) using blackboard, measuring students’ attitudes and knowledge to patient safety course pre-post intervention. Methods: A quasi-experimental Pre-program/Post-program single group design was applied in this study. A Comprehensive sample of 5th-year undergraduate medical students (COM JU) (n=56) participated in the study. The first two levels of Kirkpatrick’s evaluation of educational intervention were measured; the first level (learner satisfaction) measured using The Attitudes to Patient Safety Questionnaire (APSQ) and the second level (knowledge) where students completed locally designed multiple-choice items targeting patient safety basic information. To increase student's awareness of the course author conducted a World Health Organization (WHO) learning from errors workshop before the implementation of the course. The course was uploaded on the learning management system (Blackboard). Students' satisfaction with blackboard as a learning tool for patient safety course was measured. Results: We matched student pretest with posttest and used paired t-tests to identify mean differences.Response rate was 86.15% (n=56) of students. There was a statistically significant difference between genders regarding the importance of patient safety (p =0.004). Results of (APSQ) showed that there was a minor improvement of attitude towards patient safety after the intervention. There was a statistically significant difference between students' knowledge test pre-post intervention (pre_42.86±12.17-post_54.83 ±14.9) p 0.000. Seventy-three percent 73% (n=41) of students agreed that Blackboard provided them with a positive learning experience. Conclusion: implementing a patient safety course into undergraduate medical education improved students’ knowledge of patient safety, blackboard is an effective learning management system to teach a course online from a students' perspective.
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