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Medical Teacher Volume 33, 2011 - Issue 7: Training for the Future
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Twelve Tips

Twelve tips for implementing a patient safety curriculum in an undergraduate programme in medicine

Gerry ArmitageBradford Institute for Health Research, Bradford Teaching Hospitals, NHS Foundation Trust; and School of Health, University of Bradford, Bradford, UK; GERRY ARMITAGE, BSc (Hons) MSc PhD FIHE RN, is a senior fellow at the Bradford Institute for Health Research. He is a nurse by background, has led and taught higher education programmes, and spent the last 7 years carrying out and publishing patient safety research. Gerry is a member of the Clinical Human Factors Group.Correspondence[email protected]
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Alison CracknellLeeds Teaching Hospital, NHS Trust, Leeds, UK; ALISON CRACKNELL, MBChB (Hons), MRCP (UK), is a consultant geriatrician at Leeds Teaching Hospitals NHS Trust and also teaches on the undergraduate medical curriculum at Leeds; Alison is actively involved in both patient safety education and research.
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Kirsty ForrestLeeds Teaching Hospital, NHS Trust, Leeds, UK; KIRSTY FORREST, FAcadMed, MMEd, FRCA, MBChB, BSc Hons, is a consultant anaesthetist who actively teaches on the undergraduate medical curriculum at Leeds University; she leads a patient safety and human factors programme for qualified staff at the Leeds Teaching Hospitals NHS Trust. Kirsty's articles are widely published in medical education.
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John SandarsUniversity of Leeds, Leeds, UK; JOHN SANDARS, MBChB (Hons), MSc, MD, MRCP (UK), FRCGP, NHS, is a general practitioner and senior lecturer at Leeds Institute of Medical Education. John has an international profile in patient safety and works extensively in advancing patient safety education in the developing world. He has published widely on patient safety, medical education and e-learning.
Pages 535-540 | Published online: 28 Feb 2011

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Sharon Buckley, Lucy Ambrose, Elizabeth Anderson, Jamie J. Coleman, Marianne Hensman, Christine Hirsch, James Hodson, David Morley, Sarah Pittaway & Jonathan Stewart. (2016) Tools for structured team communication in pre-registration health professions education: a Best Evidence Medical Education (BEME) review: BEME Guide No. 41. Medical Teacher 38:10, pages 966-980.
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Hyerin Roh, Seok Ju Park & Taekjoong Kim. (2015) Patient safety education to change medical students' attitudes and sense of responsibility. Medical Teacher 37:10, pages 908-914.
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Jeantine M. de Feijter, Willem S. de Grave, Esther M. Hopmans, Richard P. Koopmans & Albert J.J.A. Scherpbier. (2012) Reflective learning in a patient safety course for final-year medical students. Medical Teacher 34:11, pages 946-954.
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Articles from other publishers (14)

Anna Dargue, Kathryn French & Eithne Fyfe. (2023) Patient Safety Education in the Undergraduate Dental Curriculum: Evidence Base and Current Practice in UK Dental Schools. Journal of Patient Safety Publish Ahead of Print.
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Maureen L. Falcone, Umit Tokac, Anne F. Fish, Stephanie K. Van Stee & Kimberly B. Werner. (2023) Factor Structure and Construct Validity of a Hospital Survey on Patient Safety Culture Using Exploratory Factor Analysis. Journal of Patient Safety Publish Ahead of Print.
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Luz Berenice López-Hernández, Benjamín Gómez Díaz, Edgar Oswaldo Zamora González, Karen Itzel Montes-Hernández, Stephanie Simone Tlali Díaz, Christian Gabriel Toledo-Lozano, Lilia Patricia Bustamante-Montes & Norma Alejandra Vázquez Cárdenas. (2020) Quality and Safety in Healthcare for Medical Students: Challenges and the Road Ahead. Healthcare 8:4, pages 540.
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Daniel R. Malcom, Adam N. Pate & A. Shaun Rowe. (2020) Applying safety lessons from aviation to pre-licensure health professions education: A narrative critical review. Currents in Pharmacy Teaching and Learning 12:8, pages 1028-1035.
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Sara McPherson & M. Cecilia Wendler. (2020) Safe clinical practice in pre‐licensure nursing students: A concept analysis. Nursing Forum 55:3, pages 513-522.
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E. Opitz, S. Bösner, S. Heinis, E. C. Stibane & A. Jerrentrup. (2020) Patientensicherheit schon im Studium vermittelnTeaching patient safety during undergraduate medical studies. Der Internist 61:5, pages 444-451.
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Shimaa ElAraby, Rabab Abdel Ra'oof & Rania Alkhadragy. 2018. Vignettes in Patient Safety - Volume 3. Vignettes in Patient Safety - Volume 3.
Markus A. Fischer, Kieran M. Kennedy, Steven Durning, Marlies P. Schijven, Jean Ker, Paul O’Connor, Eva Doherty & Thomas J. B. Kropmans. (2017) Situational awareness within objective structured clinical examination stations in undergraduate medical training - a literature search. BMC Medical Education 17:1.
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Liane R Ginsburg, Neelam Dhingra-Kumar & Liam J Donaldson. (2017) What stage are low-income and middle-income countries (LMICs) at with patient safety curriculum implementation and what are the barriers to implementation? A two-stage cross-sectional study. BMJ Open 7:6, pages e016110.
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Ted A James, Michael Goedde, Tania Bertsch & Dennis Beatty. (2015) Advancing the Future of Patient Safety in Oncology: Implications of Patient Safety Education on Cancer Care Delivery. Journal of Cancer Education 31:3, pages 488-492.
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Deborah Tregunno, Liane Ginsburg, Beth Clarke & Peter Norton. (2014) Integrating patient safety into health professionals’ curricula: a qualitative study of medical, nursing and pharmacy faculty perspectives. BMJ Quality & Safety 23:3, pages 257-264.
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Kim Oates, John Sammut & Peter Kennedy. (2013) A multi-tiered approach to safety education. The Clinical Teacher 10:4, pages 214-218.
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Morris Gordon, Daniel Darbyshire & Paul Baker. (2012) Non-technical skills training to enhance patient safety: a systematic review. Medical Education 46:11, pages 1042-1054.
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Martin Baumann & Volker Perlitz. (2011) Can contextual online exams in practical biomedical education increase comprehension and motivation? A pilot project. Biomedizinische Technik/Biomedical Engineering 56:6, pages 351-358.
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