In Situ Team-Based Simulation Training to Close the Loop on Event Reporting

Author:

Duffy Caoimhe1,Yi William2,Atkins Joshua1

Affiliation:

1. Perelman School of Medicine at the University of Pennsylvania

2. Hospital of the University of Pennsylvania

Abstract

Reporting adverse events is often stigmatized in medicine. Adverse events are underreported. Underreporting has been linked to fear, the time required to complete a report, and a belief that reporting may not result in improvement.1 The reluctance to report is multidimensional and may relate to guilt, fear of punishment of self or others, fear of embarrassment, fear of litigation, and lack of confidence to effect change. Central to this fear is the widely held belief that errors and adverse events are due to carelessness and that blame must be assigned—often to the provider “at fault” or at the sharp end of the process. However, reporting of events offers an invaluable opportunity to identify latent systems issues and review and redesign error-trapping procedures and workflows. Without measurement, it is challenging to leverage adverse events as catalysts for targeted process improvement. Mandated reporting at the state and national levels is an influential catalyst to enhance data collection of adverse events. Aggregated data across varied practice settings are powerful. Mandated reporting alleviates some of the fear associated with reporting and increases reporting volume and relevance.

Publisher

Patient Safety Authority

Subject

General Medicine

Reference20 articles.

1. Leape LL. Why Should We Report Adverse Incidents? J Eval Clin Pract. 1999;5(1):1-4. (In eng). DOI: 10.1046/j.1365-2753.1999.00162.x.

2. McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Does Simulation-Based Medical Education With Deliberate Practice Yield Better Results Than Traditional Clinical Education? A Meta-Analytic Comparative Review of the Evidence. Acad Med. 2011;86(6):706-11. DOI: 10.1097/ ACM.0b013e318217e119.

3. Council GM. Skills Fade: A Review of the Evidence That Clinical and Professional Skills Fade During Time Out of Practice, and of How Skills Fade May be Measured or Remediated. General Medical Council website. https:// www.gmc-uk.org/-/media/gmc-siteimages/ about/skills-fade-literature-review- full-report.pdf. Published 2014. Accessed July 26, 2021.

4. American Board of Internal Medicine. Policies and Procedures for Certification. Medicine. ABIM; 2017.

5. Sall D, Wigger GW, Kinnear B, Kelleher M, Warm E, O’Toole JK. Paracentesis Simulation: A Comprehensive Approach to Procedural Education. MedEdPORTAL. 2018;14:10747. (In eng). DOI: 10.15766/ mep_2374-8265.10747.

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