A Team Disclosure of Error Educational Activity: Objective Outcomes

• Published in: Journal of the American Geriatrics Society (JAGS) Vol. 67; no. 6; pp. 1273 - 1277
• Main Authors: Krumwiede, Kim Hoggatt, Wagner, James M., Kirk, Lynne M., Duval, Tara M., Dalton, Thomas O., Daniel, Kathryn M., Huffman, Allison S., Adams‐Huet, Beverley, Rubin, Craig D.
• Format: Journal Article
• Language: English
• Published: Hoboken, USA John Wiley & Sons, Inc 01.06.2019; Wiley Subscription Services, Inc
• Subjects: Adolescent; Adult; Education, Medical; Education, Nursing; error disclosure; Female; Humans; interprofessional education; Interprofessional Relations; medical error; Medical Errors; Middle Aged; Simulation; Simulation Training; Students; Students - statistics & numerical data; team based; Truth Disclosure; Young Adult; interprofessional education; error disclosure; medical error; simulation; team based
• ISSN: 0002-8614; 1532-5415
• DOI: 10.1111/jgs.15883

Medical errors can involve multiple team members. Few curricula are being developed to provide instruction on disclosing medical errors that include simulation training with interprofessional team disclosure. To explore more objective evidence for the value of an educational activity on team disclosure of errors, faculty developed and assessed the effectiveness of a multimodal educational activity for learning team‐based disclosure of a medical error. This study employed a methodological triangulation research design. Participants (N = 458) included students enrolled in academic programs at three separate institutions. The activity allowed students to practice team communication while: (1) discussing a medical error within the team; (2) planning for the disclosure of the error; and (3) conducting the disclosure. Faculty assessed individual student's change in knowledge and, using a rubric, rated the performance of the student teams during a simulation with a standardized family member (SFM). Students had a high level of preexisting knowledge and demonstrated the greatest knowledge gains in questions regarding the approach to disclosure (P < .001) and timing of an apology (P < .001). Both SFMs and individual students rated the team error disclosure behavior highly (rho = 0.54; P < .001). Most participants (more than 80%) felt the activity was worth their time and that they were more comfortable with disclosing a medical error as a result of having completed the activity. This activity for interprofessional simulation of team‐based disclosure of a medical error was effective for teaching students about and how to perform this type of important disclosure.