Building infrastructure for patient safety education in Australia

1
Building infrastructure for patient safety
education in Australia

• Merrilyn Walton
• Office of Postgraduate Medical Education
• Director Patient Safety
• Faculty of Medicine
• University of Sydney
• Australia

2
This segment

• Give an overview of the development of patient
  safety education in Australia
• Give an example of patient safety education in
  vocational training.

University of Sydney
3
Top down approach

• Curriculum frameworks
• Creating new curricula
• Integration into existing programs
• Assessment

University of Sydney
4
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5
How is it structured?
7 Learning Categories
Learning teaching
Specific issues
Using evidence
Adverse events
Workingsafely
Being ethical
Communicatingeffectively
22 Learning Topics

• 3 Learning Domains in each Learning Topic

Knowledge - Skills - Behaviours
Underpinning/applied knowledge Performance
elements
6
Australian National Patient Safety Education
Framework

• Communicating effectively
• Involving patients and families as partners
• Communicating risk
• Communicating honestly with patients after an
  adverse event
• Obtaining consent
• Being culturally respectful and knowledgeable
• Identifying preventing and managing adverse
  events near misses
• Recognising, reporting and managing adverse
  events and near misses
• Managing risk
• Understanding health care errors
• Managing complaints
• Using evidence and information
• Employing best available evidencedbased practice
  
• Using information technology to enhance safety

• Communicating effectively
• Involving patients and families as partners
• Communicating risk
• Communicating honestly with patients after an
  adverse event
• Obtaining consent
• Being culturally respectful and knowledgeable
• Identifying preventing and managing adverse
  events near misses
• Recognising, reporting and managing adverse
  events and near misses
• Managing risk
• Understanding health care errors
• Managing complaints
• Using evidence and information
• Employing best available evidencedbased practice
  
• Using information technology to enhance safety

University of Sydney
7
National Patient Safety Education Framework

• Curriculum Framework for Junior Doctors
• Patient Safety Curriculum Framework for medical,
  pharmacy nursing education in the higher
  education sector
• College of Physicians Professional Qualities
  Curriculum Framework

2006-7
2005
2008
8
National Patient Safety Education Framework

• Patient Safety Education Program (PSEP)
  USA-Australia collaborative
• Victorian Health Department Safety and quality
  education program for clinical teams
• Patient Safety Curriculum for Medical Schools (
  WHO project)

2006-8
2006
2008
9
Australian Curriculum Framework for Junior
Doctors
10
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11
Victorian Health Department Clinical teams-online
Safety and Quality Education program

• Using quality and safety to improve the patients
  health care journey
• How safe is your health care setting?
• Recognition and management of errors, adverse
  vents and clinical risk
• Effective teamwork and communication can improve
  quality and reduce risk
• Effectively improve quality and safety within a
  health care environment

University of Sydney
12
Vocational education

• Silo mentality
• College of Physicians
• Registrar professional development program (
  physicians, surgery, emergency medicine)

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Curriculum domains/themes

• Communication
• Physician-patient communication
• Communication with patients family and carers
• Communicating with the health care team and
  colleagues
• Communicating with the broader community
• Quality and safety
• Using evidence and information
• Safe practice
• Identifying, preventing and managing potential
  harm
• Teaching and Learning
• Cultural competency
• Ethics
• Professional ethics
• Personal ethics
• Ethics and health law

• Clinical decision making
• Leadership and management
• Health advocacy
• The broader context of health

15
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Registrar development programCollege of
Physicians network Institute for Medical
Education Training

• 50 participants
• Basic Physician, Basic Surgery, Psychiatry
• Excellent evaluations
• Education V Work demands
• Recognition of prior learning

University of Sydney
17
The role of a Framework

• A Framework is not a curriculum it is a guide
  only
• The Learning domains and outcomes are to be
  interpreted to meet the needs of the
  organisations/institutions
• To be effective in curriculum change they must be
  a significant feature of accreditation
  requirements
• For workplace learning they need to have the
  support of those jurisdictions where training
  outcomes are delivered (eg health service
  providers)