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Patients as teachers: a randomised controlled trial on the use of personal stories of harm to raise awareness of patient safety for doctors in training

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Patients as teachers: a randomised controlled trial on the use of personal stories of harm to raise awareness of patient safety for doctors in training. / Jha, Vikram; Buckley, Hannah; Gabe, Rhian et al.
In: BMJ Quality and Safety, Vol. 24, No. 1, 01.2015, p. 21-30.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Jha, V, Buckley, H, Gabe, R, Kanaan, M, Lawton, R, Melville, C, Quinton, N, Symons, J, Thompson, Z, Watt, I & Wright, J 2015, 'Patients as teachers: a randomised controlled trial on the use of personal stories of harm to raise awareness of patient safety for doctors in training', BMJ Quality and Safety, vol. 24, no. 1, pp. 21-30. https://doi.org/10.1136/bmjqs-2014-002987

APA

Jha, V., Buckley, H., Gabe, R., Kanaan, M., Lawton, R., Melville, C., Quinton, N., Symons, J., Thompson, Z., Watt, I., & Wright, J. (2015). Patients as teachers: a randomised controlled trial on the use of personal stories of harm to raise awareness of patient safety for doctors in training. BMJ Quality and Safety, 24(1), 21-30. https://doi.org/10.1136/bmjqs-2014-002987

Vancouver

Jha V, Buckley H, Gabe R, Kanaan M, Lawton R, Melville C et al. Patients as teachers: a randomised controlled trial on the use of personal stories of harm to raise awareness of patient safety for doctors in training. BMJ Quality and Safety. 2015 Jan;24(1):21-30. Epub 2014 Aug 18. doi: 10.1136/bmjqs-2014-002987

Author

Jha, Vikram ; Buckley, Hannah ; Gabe, Rhian et al. / Patients as teachers : a randomised controlled trial on the use of personal stories of harm to raise awareness of patient safety for doctors in training. In: BMJ Quality and Safety. 2015 ; Vol. 24, No. 1. pp. 21-30.

Bibtex

@article{c8fbd118e7954809823a51bf548278ba,
title = "Patients as teachers: a randomised controlled trial on the use of personal stories of harm to raise awareness of patient safety for doctors in training",
abstract = "BACKGROUND: Patient safety training often provides learners with a health professional's perspective rather than the patient's. Personal narratives of health-related harm allow patients to share their stories with health professionals to influence clinical behaviour by rousing emotions and improving attitudes to safety.AIM: This study measured the impact of patient narratives used to train junior doctors in patient safety.METHODS: An open, multi-centre, two-arm, parallel design randomised controlled trial was conducted in the North Yorkshire East Coast Foundation School (NYECFS). The intervention consisted of 1-h-long patient narratives followed by discussion. The control arm received conventional faculty-delivered teaching. The Attitude to Patient Safety Questionnaire (APSQ) and the Positive and Negative Affect Schedule (PANAS) were used to measure the impact of the intervention.RESULTS: 142 trainees received the intervention; 141 the control teaching. There was no evidence of a difference in post-intervention APSQ scores between the groups. There was a statistically significant difference in the underlying distribution of both post PA (positive affect) and post NA (negative affect) scores between the groups on the PANAS (p<0.001) with indications of both higher PA and NA scores in the intervention group.CONCLUSIONS: Involving patients with experiences of safety incidents in training has an ideological appeal and seems an obvious choice in designing safety interventions. On the basis of our primary outcome measure, we were unable to demonstrate effectiveness of the intervention in changing general attitudes to safety compared to control. While the intervention may impact on emotional engagement and learning about communication, we remain uncertain whether this will translate into improved behaviours in the clinical context or indeed if there are any negative effects.TRIAL REGISTRATION NUMBER: Grant reference no. RP-PG-0108-10049.",
author = "Vikram Jha and Hannah Buckley and Rhian Gabe and Mona Kanaan and Rebecca Lawton and Colin Melville and Naomi Quinton and Jools Symons and Zoe Thompson and Ian Watt and John Wright",
note = "Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.",
year = "2015",
month = jan,
doi = "10.1136/bmjqs-2014-002987",
language = "English",
volume = "24",
pages = "21--30",
journal = "BMJ Quality and Safety",
issn = "2044-5415",
publisher = "BMJ Publishing Group",
number = "1",

}

RIS

TY - JOUR

T1 - Patients as teachers

T2 - a randomised controlled trial on the use of personal stories of harm to raise awareness of patient safety for doctors in training

AU - Jha, Vikram

AU - Buckley, Hannah

AU - Gabe, Rhian

AU - Kanaan, Mona

AU - Lawton, Rebecca

AU - Melville, Colin

AU - Quinton, Naomi

AU - Symons, Jools

AU - Thompson, Zoe

AU - Watt, Ian

AU - Wright, John

N1 - Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

PY - 2015/1

Y1 - 2015/1

N2 - BACKGROUND: Patient safety training often provides learners with a health professional's perspective rather than the patient's. Personal narratives of health-related harm allow patients to share their stories with health professionals to influence clinical behaviour by rousing emotions and improving attitudes to safety.AIM: This study measured the impact of patient narratives used to train junior doctors in patient safety.METHODS: An open, multi-centre, two-arm, parallel design randomised controlled trial was conducted in the North Yorkshire East Coast Foundation School (NYECFS). The intervention consisted of 1-h-long patient narratives followed by discussion. The control arm received conventional faculty-delivered teaching. The Attitude to Patient Safety Questionnaire (APSQ) and the Positive and Negative Affect Schedule (PANAS) were used to measure the impact of the intervention.RESULTS: 142 trainees received the intervention; 141 the control teaching. There was no evidence of a difference in post-intervention APSQ scores between the groups. There was a statistically significant difference in the underlying distribution of both post PA (positive affect) and post NA (negative affect) scores between the groups on the PANAS (p<0.001) with indications of both higher PA and NA scores in the intervention group.CONCLUSIONS: Involving patients with experiences of safety incidents in training has an ideological appeal and seems an obvious choice in designing safety interventions. On the basis of our primary outcome measure, we were unable to demonstrate effectiveness of the intervention in changing general attitudes to safety compared to control. While the intervention may impact on emotional engagement and learning about communication, we remain uncertain whether this will translate into improved behaviours in the clinical context or indeed if there are any negative effects.TRIAL REGISTRATION NUMBER: Grant reference no. RP-PG-0108-10049.

AB - BACKGROUND: Patient safety training often provides learners with a health professional's perspective rather than the patient's. Personal narratives of health-related harm allow patients to share their stories with health professionals to influence clinical behaviour by rousing emotions and improving attitudes to safety.AIM: This study measured the impact of patient narratives used to train junior doctors in patient safety.METHODS: An open, multi-centre, two-arm, parallel design randomised controlled trial was conducted in the North Yorkshire East Coast Foundation School (NYECFS). The intervention consisted of 1-h-long patient narratives followed by discussion. The control arm received conventional faculty-delivered teaching. The Attitude to Patient Safety Questionnaire (APSQ) and the Positive and Negative Affect Schedule (PANAS) were used to measure the impact of the intervention.RESULTS: 142 trainees received the intervention; 141 the control teaching. There was no evidence of a difference in post-intervention APSQ scores between the groups. There was a statistically significant difference in the underlying distribution of both post PA (positive affect) and post NA (negative affect) scores between the groups on the PANAS (p<0.001) with indications of both higher PA and NA scores in the intervention group.CONCLUSIONS: Involving patients with experiences of safety incidents in training has an ideological appeal and seems an obvious choice in designing safety interventions. On the basis of our primary outcome measure, we were unable to demonstrate effectiveness of the intervention in changing general attitudes to safety compared to control. While the intervention may impact on emotional engagement and learning about communication, we remain uncertain whether this will translate into improved behaviours in the clinical context or indeed if there are any negative effects.TRIAL REGISTRATION NUMBER: Grant reference no. RP-PG-0108-10049.

U2 - 10.1136/bmjqs-2014-002987

DO - 10.1136/bmjqs-2014-002987

M3 - Journal article

C2 - 25136139

VL - 24

SP - 21

EP - 30

JO - BMJ Quality and Safety

JF - BMJ Quality and Safety

SN - 2044-5415

IS - 1

ER -