METHODS: Medical students co-developed a course in patient safety consisting of three simulation-based scenarios and three workshops. The students were educated in relevant patient safety topics. They were trained to become student facilitators to conduct workshops, simulations and debriefings at a patient safety course for medical students. A questionnaire was developed to evaluate the course participants´ perception of the learning objectives and the student facilitators following the latest course in 2020. In addition, semi-structured interviews with the student facilitators were conducted to explore their perceptions of being part of the course.
RESULTS: A total of 92% of the course participants completed the evaluation of the course. The majority of the course participants found that the student facilitators created a safe learning environment and had the necessary skills to teach. The learning objectives for the course were found to be useful. A total of 10 interviews with the student facilitators were conducted. We found that the student facilitators were motivated to teach in the course, as a way of improving their teamwork, leadership qualities and communication skills, as well as their resume. Some of the student facilitators mentioned that they were able to create a safe learning environment, whereas others mentioned a feeling of inadequacy for their teacher role. In addition to developing their teaching skills, they mentioned that they developed their medical expertise, alongside their communication-, collaboration-, leadership- and professional skills.
CONCLUSIONS: This study illustrates how medical students were involved in the co-development, delivery and implementation of a course in patient safety. The evaluation of the course shows that student facilitators succeeded in creating a safe learning environment. The interviews of the student facilitators reveal their various motivations for teaching, in addition to different perceptions of their experience as a student facilitator. Some expressed a positive feeling of being able to establish a safe learning environment, whilst others expressed a feeling of inadequacy when facilitating peers. In addition, the student facilitators indicated that they developed themselves both professionally and personally.
方法:医学生共同开发了一个患者安全课程,包括三个基于模拟的场景和三个研讨会。学生接受了相关患者安全主题的教育。他们接受了培训,成为举办研讨会的学生辅导员,在医学生的患者安全课程中进行模拟和汇报。制定了一份问卷,以评估课程参与者对2020年最新课程的学习目标和学生促进者的看法。此外,对学生主持人进行了半结构化访谈,以探讨他们对参与课程的看法。
结果:总共有92%的课程参与者完成了对课程的评估。大多数课程参与者发现,学生辅导员创造了一个安全的学习环境,并具备必要的教学技能。该课程的学习目标被认为是有用的。总共对学生主持人进行了10次采访。我们发现学生辅导员有动力在课程中教学,作为改善他们团队合作的一种方式,领导素质和沟通技巧,以及他们的简历。一些学生辅导员提到他们能够创造一个安全的学习环境,而其他人则提到他们的教师角色不足的感觉。除了培养他们的教学技能,他们提到他们发展了自己的医学专业,除了他们的沟通,合作-,领导和专业技能。
结论:这项研究说明了医学生如何参与共同开发,交付和实施患者安全课程。对课程的评估表明,学生辅导员成功地创造了一个安全的学习环境。学生主持人的访谈揭示了他们的各种教学动机,除了对他们作为学生辅导员的经历的不同看法。有人对能够建立安全的学习环境表示了积极的感受,而其他人在促进同龄人时表现出不足的感觉。此外,学生主持人表示,他们在专业和个人方面都得到了发展。