- Page 1 and 2: Patient Safety Curriculum Guide Mul
- Page 3: WHO Library Cataloguing-in-Publicat
- Page 8 and 9: Patient Safety Curriculum Guide: Mu
- Page 10 and 11: World Health Organization Commitmen
- Page 12 and 13: International Pharmaceutical Federa
- Page 14 and 15: International Council of Nurses The
- Page 16 and 17: International Association of Dental
- Page 18 and 19: Meeting the needs of our future hea
- Page 20: Topic 4: Being an effective team pl
- Page 23 and 24: 1. Background Why do health-care st
- Page 25 and 26: 4. Johnstone MJ, Kanitsake O. Clini
- Page 27 and 28: Australian Patient Safety Education
- Page 29 and 30: to the degree of responsibility of
- Page 31 and 32: When students think in terms of ‘
- Page 33 and 34: undertaken in many countries, which
- Page 35 and 36: 3. Aims of the Curriculum Guide The
- Page 37 and 38: 4. Structure of the Curriculum Guid
- Page 39 and 40: How to review your curriculum for p
- Page 41 and 42: knowledge), psychology (behavioural
- Page 43 and 44: Box A.6.2. Linking patient safety e
- Page 45 and 46: How are individual curriculum topic
- Page 47 and 48: Chart A.6.4. Implementation of pati
- Page 49 and 50: Case example: the case may include
- Page 51 and 52: topic is relevant to patient safety
- Page 53 and 54: Give students the opportunity to ap
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member in the workplace. It is help
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8. Activities to assist patient saf
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from all members of society-patient
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Tools and resource material Bingham
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the students’ accounts completing
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knowing what might be assessed. Fac
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Objective structured clinical exami
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Tools and resource material Newble
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Table A.10.1. Examples of stakehold
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ehaviour [4]. If you are interested
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11. Web-based tools and resources E
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The old style of curriculum emphasi
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Definitions of Key Concepts The WHO
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Key to Icons Slide number 1 Topic n
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managers, cleaners and catering sta
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Health-care workers want to maintai
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organizations, openness about error
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Infallibility of health-care profes
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Topic 1 What is patient safety? Car
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Introduction-Why is patient 1 safet
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lost income, disability and medical
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An analysis of the Chernobyl catast
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that errors are unacceptable and th
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designed a simple model of patient
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the patients they are allowed to tr
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could have been prevented and steps
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The assessment of knowledge of the
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Slides for Topic 1: What is patient
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Box B.2.1 below, published by the A
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when they do occur. While we cannot
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Routinely use checklists The use of
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ehind the wheel of her car and stru
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performance impairment. Nature, 199
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Keywords System, complex system, hi
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Wu described the health-care worker
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their condition or appreciate the i
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How students can apply this knowled
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home she collapsed and died. At aut
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is being considered, it is a good i
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allied health professionals and war
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Administration Administration inclu
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Good cohesion Cohesive teams have a
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Psychological safety This is the de
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care interventions for patients, th
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the staples and sew the incisions.
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Teaching activities Engaging role m
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While there is a compelling argumen
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organisational research. Leicester,
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and error-causing conditions that i
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Students are in a privileged positi
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has been paid to the importance of
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ñ Avoid reliance on memory ñ Simp
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The surgical resident helped the pa
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Topic 6 Understanding & managing cl
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ñ know how to report risks or haza
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categories are referred to as “ot
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competence. Proper registration/lic
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How to understand and manage clinic
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Acknowledgment of a health-care err
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That night, the patient had to be r
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Topic 7 Using quality-improvement m
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The science of improvement 5 The sc
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1. What are we trying to accomplish
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In this analogy, the aim of the imp
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We will return to this example late
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to use. Many health services, such
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Figure B.7.6. Example of a Pareto c
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- develop better study habits; - sp
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Topic 8 Engaging with patients and
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Performance requirements 4 Students
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skills and attitudes that a health-
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The process of providing an open, c
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The Harvard Framework for 13 disclo
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health-care provider. Students shou
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ñ Ask students to spend a day with
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gestures and comprehension of the p
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3. Emmanuel L et al, eds. The patie
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Topic 9 Infection prevention and co
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The extent of the problem The urgen
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devices such as thermometers, other
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WHO Guidelines on Hand Hygiene in H
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The WHO Glove Use Information Leafl
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also have contact with devices or c
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students could practise techniques
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Ducel G et al. Prevention of hospit
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Slides for Topic 9: Infection preve
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Keywords Surgical and procedural si
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In this study, 36% of communication
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educed by more than one third when
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ñ understand why the protocol/chec
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Different scenarios could be develo
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senior and junior surgery trainees.
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Medical Practice Study II. New Engl
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Introduction-Why focus 1 2 on medic
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Manufacturing, distribution and mar
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and lack of vigilance. A lack of ch
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emember when communicating about me
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to what medication he/she is being
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tachycardia and hypotension. The pa
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- How might the adverse event been
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talking about serious medication er
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Annexes Patient Safety Curriculum G
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Annex 2 Assessment examples Example
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Continuing example 3: OSCE station
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Example 4: Short answer questions T
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Acknowledgements Contributors liste
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The World Medical Association (WMA)