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Abstract：
BACKGROUND: Education about patient safety has historically been limited in health professionals curricula and largely inaccessible to the general public. We developed a massive open online course (MOOC), The Science of Safety in Healthcare, to present the foundational patient safety principles to a broad global audience of health professionals, learners, and patients interested in patient safety.
OBJECTIVE: To describe the Science of Safety in Healthcare MOOC, its effects on patient safety competence, and the satisfaction of course participants.
METHODS: The five-week video-based course was delivered in 2013 and 2014, and was organized in five modules: 1) overview of science of safety and safety culture, 2) enabling and contextual factors that influence patient safety and quality, 3) methods to improve safety and quality, 4) translating evidence intro practice and leading change, and 5) summary and opportunities for capacity building. Each module had three or four segments. Participants were introduced to key concepts, and tools and skills to promote patient safety. Participants completed the Health Professional Education in Patient Safety Survey (H-PEPSS), which measures patient safety competence, and a course satisfaction survey. Pre- and post- course H-PEPSS scores were compared using paired t-tests. Course satisfaction surveys were administered at the completion of the course and six months later.
RESULTS: A total of 20,957, and 9679 participants enrolled in the course in 2013 and 2014, respectively. About half of participants were 25-44 years old (57%), and female (54%). Participants joined from over 100 countries. The majority were health professionals (61%) or health professionals in training (7%). Mean H-PEPSS scores improved after course completion, with significant increases on all survey domains in both years (p < 0.01). Mean score differences were: Teamwork 0.68 (95% CI: 0.64, 0.71), Communication 0.70 (95% CI: 0.66, 0.73), Managing Risk 0.79 (95% CI: 0.76, 0.82), Human Environment 0.64 (95% CI: 0.61, 0.68), Recognizing and Responding 0.64 (95% CI: 0.61, 0.68), and Culture 0.72 (95% CI: 0.68, 0.75). About 8% of participants in each cohort earned a certificate of completion. At 6-months post-course, the majority of the participants agreed or agreed strongly that the course content was useful (93%) and that the course positively influenced their clinical practice (69%) and communication (84%).
CONCLUSIONS: The MOOC course allowed educators to reach a large, diverse audience. The course was well-received and participants reported a significant increase in patient safety competence. As with most MOOCs, rates of completion were low.
OBJECTIVE: To describe the Science of Safety in Healthcare MOOC, its effects on patient safety competence, and the satisfaction of course participants.
METHODS: The five-week video-based course was delivered in 2013 and 2014, and was organized in five modules: 1) overview of science of safety and safety culture, 2) enabling and contextual factors that influence patient safety and quality, 3) methods to improve safety and quality, 4) translating evidence intro practice and leading change, and 5) summary and opportunities for capacity building. Each module had three or four segments. Participants were introduced to key concepts, and tools and skills to promote patient safety. Participants completed the Health Professional Education in Patient Safety Survey (H-PEPSS), which measures patient safety competence, and a course satisfaction survey. Pre- and post- course H-PEPSS scores were compared using paired t-tests. Course satisfaction surveys were administered at the completion of the course and six months later.
RESULTS: A total of 20,957, and 9679 participants enrolled in the course in 2013 and 2014, respectively. About half of participants were 25-44 years old (57%), and female (54%). Participants joined from over 100 countries. The majority were health professionals (61%) or health professionals in training (7%). Mean H-PEPSS scores improved after course completion, with significant increases on all survey domains in both years (p < 0.01). Mean score differences were: Teamwork 0.68 (95% CI: 0.64, 0.71), Communication 0.70 (95% CI: 0.66, 0.73), Managing Risk 0.79 (95% CI: 0.76, 0.82), Human Environment 0.64 (95% CI: 0.61, 0.68), Recognizing and Responding 0.64 (95% CI: 0.61, 0.68), and Culture 0.72 (95% CI: 0.68, 0.75). About 8% of participants in each cohort earned a certificate of completion. At 6-months post-course, the majority of the participants agreed or agreed strongly that the course content was useful (93%) and that the course positively influenced their clinical practice (69%) and communication (84%).
CONCLUSIONS: The MOOC course allowed educators to reach a large, diverse audience. The course was well-received and participants reported a significant increase in patient safety competence. As with most MOOCs, rates of completion were low.
摘要：
背景：关于患者安全的教育历来在卫生专业人员课程中受到限制，并且在很大程度上无法向公众提供。我们开发了一个大规模的开放在线课程(MOOC)，医疗保健安全科学，向全球广泛的卫生专业人员介绍基本的患者安全原则，学习者,患者对患者安全感兴趣。
目的：描述医疗保健MOOC的安全科学，它对患者安全能力的影响，以及课程参与者的满意度。
方法：为期五周的基于视频的课程于2013年和2014年交付，分为五个模块进行组织：1）安全科学和安全文化概述，2）影响患者安全和质量的有利因素和背景因素，3）提高安全和质量的方法，4)翻译证据介绍实践和领导变革，5)能力建设的总结和机会。每个模块有三个或四个部分。向与会者介绍了关键概念，以及促进患者安全的工具和技能。参与者完成了患者安全调查中的健康专业教育（H-PEPSS），衡量病人安全能力，和课程满意度调查。使用配对t检验比较课程前和课程后H-PEPSS得分。课程满意度调查在课程结束时和六个月后进行。
结果：2013年和2014年共有20,957名和9679名参与者参加了该课程。大约一半的参与者是25-44岁(57%)，女性（54%）。与会者来自100多个国家。大多数是卫生专业人员（61％）或接受培训的卫生专业人员（7％）。课程完成后，平均H-PEPSS分数有所改善，在这两年的所有调查领域都有显著增加(p<0.01)。平均得分差异为：团队合作0.68(95%CI：0.64，0.71)，沟通0.70（95%CI：0.66，0.73），管理风险0.79（95%CI：0.76，0.82），人类环境0.64（95%CI：0.61，0.68），识别和响应0.64(95%CI：0.61，0.68)，和培养0.72（95%CI：0.68，0.75）。每个队列中约有8％的参与者获得了结业证书。在课程后6个月，大多数参与者同意或强烈同意课程内容是有用的(93%),并且该课程对他们的临床实践(69%)和交流(84%)产生了积极影响.
结论：MOOC课程使教育工作者能够广泛，多样化的观众。该课程广受好评，参与者报告患者安全能力显着提高。与大多数MOOC一样，完成率很低。
目的：描述医疗保健MOOC的安全科学，它对患者安全能力的影响，以及课程参与者的满意度。
方法：为期五周的基于视频的课程于2013年和2014年交付，分为五个模块进行组织：1）安全科学和安全文化概述，2）影响患者安全和质量的有利因素和背景因素，3）提高安全和质量的方法，4)翻译证据介绍实践和领导变革，5)能力建设的总结和机会。每个模块有三个或四个部分。向与会者介绍了关键概念，以及促进患者安全的工具和技能。参与者完成了患者安全调查中的健康专业教育（H-PEPSS），衡量病人安全能力，和课程满意度调查。使用配对t检验比较课程前和课程后H-PEPSS得分。课程满意度调查在课程结束时和六个月后进行。
结果：2013年和2014年共有20,957名和9679名参与者参加了该课程。大约一半的参与者是25-44岁(57%)，女性（54%）。与会者来自100多个国家。大多数是卫生专业人员（61％）或接受培训的卫生专业人员（7％）。课程完成后，平均H-PEPSS分数有所改善，在这两年的所有调查领域都有显著增加(p<0.01)。平均得分差异为：团队合作0.68(95%CI：0.64，0.71)，沟通0.70（95%CI：0.66，0.73），管理风险0.79（95%CI：0.76，0.82），人类环境0.64（95%CI：0.61，0.68），识别和响应0.64(95%CI：0.61，0.68)，和培养0.72（95%CI：0.68，0.75）。每个队列中约有8％的参与者获得了结业证书。在课程后6个月，大多数参与者同意或强烈同意课程内容是有用的(93%),并且该课程对他们的临床实践(69%)和交流(84%)产生了积极影响.
结论：MOOC课程使教育工作者能够广泛，多样化的观众。该课程广受好评，参与者报告患者安全能力显着提高。与大多数MOOC一样，完成率很低。
