Designing and validating an interprofessional module on patient safety in India centred on International Patient Safety Goals

doi:10.21203/rs.3.rs-4366746/v1

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Research Article

Designing and validating an interprofessional module on patient safety in India centred on International Patient Safety Goals

https://doi.org/10.21203/rs.3.rs-4366746/v1

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Background

According to the WHO, Patient Safety (PS) is a global health priority and is a fundamental component for Universal Health Coverage. The Global Patient Safety Collaborative (2018) has emphasised building competent, skilled, and compassionate health workforce through interprofessional (IP) education and training in PS. The curriculum of Health Professions Education (HPE) in most disciplines, in India, does not include a structured component on PS. The International Patient Safety Goals (IPSG) were developed in 2006 by the Joint Commission International (JCI). IPSG help hospitals address specific areas of concern in some of the most problematic areas of PS. The study proposes a validated IP module on PS and its integration in the health professions curriculum in India, based on IPSG as mentioned in the Indian Nursing Curriculum.

Method

The module was designed based on Kern’s 6 steps of curriculum development and 12 strategies recommended by El-Awaisi et al and finalised through 5 rounds of focus group discussions with a proposed plan to run over 2 weeks, without interrupting the planned schedule of internship. Twelve IP experts from Medical, Nursing and Physiotherapy professions participated in the content validation through Delphi technique. The module will be implemented and evaluated in the subsequent academic year at Bhaikaka University and reported, post-implementation. This is an educational, interventional, mixed method study using descriptive analysis for quantitative data and qualitative analysis for reflections and feedback from learners and faculty.

Discussion

The study resulted in a validated, compact, contextual IP module on PS which is replicable. There was consensus on all 7 proposed competencies, 22 specific learning objectives, teaching-learning methods and assessment methodology through Delphi Technique, with a content validity ratio of 0.78 for each item. The module addresses a felt gap in the Indian HPE by incorporating core IP competencies and critical PS concerns, inclusive of medication safety, health care-associated infections and unsafe surgeries. In the long run, it will lead to reduced adverse events, better patient outcomes and therefore, health improvement. at Bhaikaka University and other institutions. In agreement with Wu et al we recommend that PS be included as a basic science for HPE.

Health Professions Education in Patient Safety

Interprofessional Education on Patient Safety

Patient Safety Education in India

International Patient Safety Goals

The risk of a patient dying due to a preventable medical accident is estimated to be one in 300 globally as compared to one in 3 million of a person dying while travelling by an aeroplane.¹ In low-to-middle income countries(LMIC), as many as four in 100 people die from unsafe care.² The World Health Organization (WHO) recognizes patient harm as a top ten cause of death and disability, with 134 million adverse events occurring annually in LMIC hospitals.¹ The common sources of patient harm are: medication errors (one out of every 30 patients in health care), health care-associated infections (10% prevalence in low- and middle-income countries), and unsafe surgical care (in up to 25% cases).^{1, 3}

In 2019, the WHO in its resolution (WHA 72.6) declared Patient Safety (PS) a global health priority, emphasizing it as a fundamental component for Universal Health Coverage.¹ The Global Patient Safety Collaborative (2018) has emphasised on education and training through interprofessional education (IPE) and training in patient safety as one of the three key areas. Current evidence favours teaching-learning patient safety with an IPE approach.⁴ The WHO and various professional bodies such as the Institute of Medicine (US), Canadian Patient Safety Institute (Canada), General Medical Council (UK) have proposed patient safety competencies to provide a framework for training healthcare professionals and ensure that PS finds a place in the health professions curricula.^5,6,7,8

Despite the importance of education and training on patient safety, most Health Professions Education (HPE) curricula in India lack structured patient safety courses. While the Ministry of Health and Family Welfare established a National Patient Safety Implementation Framework (NPSIF) in 2018, its inclusion in existing curricula of Health Professions Education (HPE) in most disciplines in India remains limited. ⁹ National Medical Commission(NMC), the regulator for undergraduate medical education in India, has shifted the MBBS curriculum from traditional to Competency Based Medical Education (CBME) in 2019.¹⁰ Though few competencies relevant to patient safety are listed in MBBS curriculum, the regulator has not published guidance on implementation of a course on Patient Safety and Quality (PSQ) on lines similar to the course on Attitude, Ethics and Communication (AETCOM). In the B.Sc. Nursing curriculum stipulated by the Indian Nursing Council, seven patient safety goals have been stated.¹¹ In the absence of a central council for Physiotherapy in India, a similar document is not available for review.

Therefore, we decided to design and validate a contextual interprofessional module of Patient Safety relevant to different healthcare professions at Bhaikaka University.

We assembled an interprofessional core team of faculty from within the university having expertise in Health Profession Education and Quality Improvement (Table 1) to ensure pedagogical expertise and content validity of the proposed IPE module. Each of these faculty brought experience of more than fifteen years in their respective domains.

Table 1

The Teams for IPE Module on IPSG
Internal Core Group
Members	Expertise
Dean, Medical College	HPE Expert (Accreditation and Assessment)
Principal, Physiotherapy College	IPE Expert (Accreditation)
Professor, Nursing College	HPE Expert
Associate Dean of Academic Excellence and HoD, Pathology	Quality Improvement and Accreditation
Professor of Pathology, Medical College	Quality Improvement and Accreditation
Professor of HPE, University	HPE (Accreditation and Assessment)
Roles and Responsibilities • Think tank for content and feasibility. • Decision making in context of implementation. • Guidance on project design, implementation, and evaluation
Internal Subcommittee for Module Design
Members	Expertise
Associate Dean of Clinical Excellence and Accreditation	Quality Improvement and Accreditation
Professor of Pathology	Quality Improvement and Accreditation
Principal & Professor Physiotherapy	IPE Expert (Accreditation)
Professor Nursing	HPE Expert
Infection control Officer & Professor of Microbiology	Quality Improvement and Accreditation
Deputy Chief Nursing Officer	Quality Improvement and Accreditation
Team of External Experts for Content Validation
Members	Expertise
Twelve Experts in patient safety and medical education from Medicine, Nursing and Physiotherapy	Six experts are NABH assessors for more than a decade.
	Six experts are HPE experts with FAIMER fellowships for almost a decade.
Roles and Responsibilities Content Validation of Competencies, SLOs, Teaching learning Methodology, Assessment Methods
Team for Intended Module Delivery and Evaluation
Faculty • Medicine • Nursing and Physiotherapy • Deputy CNO Facilitators • Executives of Quality Team • Nursing in charges • Nursing Educators • Infection Control nurses	Roles and Responsibilities Module delivery Data collection for evaluation of module Data Analysis for evaluation of module
Heads of participating institutions
• Dean, Medical College • Principal, Physiotherapy College • Principal, Nursing College • Chief Nursing Officer	Roles and Responsibilities • Permission for project • Permission for resources • Administrative support for scheduling Administrative support for ensuring availability of nursing in charges and nurse educators
IP Teams of learners
Interns from •Pramukhswami Medical College, •School of Nursing and •KM Patel Institute of Physiotherapy at Bhaikaka University	Study participants

We followed Kern's six steps of curriculum development in medical education and the 12 strategies recommended by EL-Awaisi et al for development of the interprofessional module of Patient Safety (Fig. 1). ^12,13

Following a series of brainstorming sessions, the team devised a two-week IPE module focused on International Patient Safety Goals (IPSGs) for interns in medicine, physiotherapy, and nursing .

Problem Identification and General Needs Assessment

Current Health Professions Education (HPE) curricula in India lack a standardized module for Patient Safety (PS). This deficiency persists despite the national shift towards Competency Based Medical Education (CBME) and global recognition of PS as a vital healthcare priority. This research project sought to address this gap by designing and validating a context-specific IPE module on PS at Bhaikaka University (BU).

Targeted needs assessment

The compartmentalized delivery of current HPE curricula presents a significant obstacle to the integrated introduction of patient safety education for students from the diverse disciplines. Ideally, this training ought to be delivered at a stage where students have developed a clear understanding of their roles, usually achieved through participation in communities of practice ¹⁴. This typically occurs as they approach internship. Hence, the core team identified interns of medicine, nursing, and physiotherapy to be appropriate target learners.

Developing Goals and Objectives

The standards for Hospitals by National Accreditation Board of Hospitals and Health Care Organisation (NABH) mandates adaptation/adoption of the patient safety goals.¹⁵ Hence, the core team decided to use International Patient Safety Goals (IPSGs),developed in 2006, to develop the IPE module on patient safety as IPSGs offer a framework for addressing critical patient safety concerns¹⁶.

The core team incorporated IPSGs from the Indian Nursing Council curriculum. ¹¹

The following IPSGs were included:

Goal 1: Identify patients correctly.

Goal 2: Improve effective communication.

Goal 3: Improve the safety of High-alert medications.

Goal 4: Ensure safe surgery and procedure.

Goal 5: Reduce the risk of health care-associated infections.

Goal 6: Reduce the risk of patient harm resulting from falls.

Goal 7: Alarm Safety.

Educational Strategies

A subgroup of the core team finalized the module's competencies and Specific Learning Objectives (SLOs) based on IPSGs while incorporating core Interprofessional Education Collaborative (IPEC) competencies through five focus group discussions over fifteen days.

The module was validated by the Delphi Technique in two phases. Twelve Subject matter experts in patient safety, health professions education, and interprofessional education from renowned institutions were invited to participate. Delphi validation rounds were conducted through Google Forms. The questionnaire asked them to:

Rate the relevance, clarity, and comprehensiveness of the learning objectives and content for each IPSG
Suggest revisions for improvement
Recommend additional content areas if deemed necessary

The responses from each round were anonymized and collated. Scores were assigned to each Delphi round item rating. Consensus percentage and Coefficient of Variation Ratio (CVR) were calculated for each item selection, with an acceptable CVR threshold of 0.78. ¹⁷

Each expert independently rated the proposed competencies and SLOs. In the first phase, the group validated competencies and SLOs, followed by teaching-learning methods(TLM) and assessment methods identified in the second phase. Two rounds each were conducted for competencies and SLOs, while one round for TLM and assessment methods.

All the items (competencies and SLOs) were deemed essential by the team of external experts and had a content validity ratio of 0.78. The proposed modifications were assessed and incorporated, wherever relevant to the context and found feasible and recirculated for a consensus on inclusion. The results of the validation of competencies, SLOs and TLM are shown in Tables 2, 3 and 4 respectively.

Table 2

Validation of Competencies
Competency	Round 1					Round 2
	Number of Expert Responses			Consensus (%)	CVR	Number of Expert Responses			Consensus (%)	(CVR)
	No Change required	Needs modification	Total	Consensus (%)	CVR	No Change required	Needs modification	Total	Consensus (%)	(CVR)
1	9	3	12	75.00	0.50	11	1	12	91.67	0.83
2	12	0	12	100.0	1.00	12	0	12	100.0	1.00
3	11	1	12	91.67	0.83	12	0	12	100.0	1.00
4	11	2	12	91.67	0.67	11	1	12	91.67	0.83
5	10	2	12	83.33	0.67	11	1	12	91.67	0.83
6	10	2	12	83.33	0.67	11	1	12	91.67	0.83
7	11	1	12	91.67	0.85	12	0	12	100.00	1.00

Table 3

Validation of SLOs
	Round 1					Round - 2
SLO	Number of Expert Responses			Consensus (%)	CVR	Number of Expert Responses			Consensus (%)	(CVR)
SLO	No Change Required	Needs modification	Total	Consensus (%)	CVR	No Change Required	Needs modification	Total	Consensus (%)	(CVR)
[SLO 1.1]	10	2	12	83.33%	0.67	11	0	11	100.00%	1.00
[SLO 1.2]	9	3	12	75.00%	0.50	11	0	11	100.00%	1.00
[SLO 1.3]	8	4	12	66.67%	0.33	11	0	11	100.00%	1.00
[SLO 2.1]	11	1	12	91.67%	0.83	10	1	11	90.91%	0.82
[SLO 2.2]	11	1	12	91.67%	0.83	11	0	11	100.00%	1.00
[SLO 2.3]	10	2	12	83.33%	0.67	11	0	11	100.00%	1.00
[SLO 2.4]	11	1	12	91.67%	0.83	11	0	11	100.00%	1.00
[SLO 3.1]	10	2	12	83.33%	0.67	11	0	11	100.00%	1.00
[SLO 3.2]	11	1	12	91.67%	0.83	11	0	11	100.00%	1.00
[SLO 3.3]	9	3	12	75.00%	0.50	11	0	11	100.00%	1.00
[SLO 3.4]	10	2	12	83.33%	0.67	11	0	11	100.00%	1.00
[SLO 4.1]	9	3	12	75.00%	0.50	10	1	11	90.91%	0.82
[SLO 5.1]	11	1	12	91.67%	0.83	11	0	11	100.00%	1.00
[SLO 5.2]	11	1	12	91.67%	0.83	10	1	11	90.91%	0.82
[SLO 5.3]	10	2	12	83.33%	0.67	10	1	11	90.91%	0.82
[SLO 6.1]	10	2	12	83.33%	0.67	11	0	11	100.00%	1.00
[SLO 6.2]	10	2	12	83.33%	0.67	11	0	11	100.00%	1.00
[SLO 6.3]	10	2	12	83.33%	0.67	11	0	11	100.00%	1.00
[SLO 7.1]	11	1	12	91.67%	0.83	11	0	11	100.00%	1.00
[SLO 7.2]	10	2	12	83.33%	0.67	10	1	11	90.91%	0.82

Table 4

Validation of Teaching-Learning Methods and Assessment
TL and Formative Assessment	Number of Expert Responses			Percentage - Consensus	CVR
TL and Formative Assessment	No Change Required	Needs modification	Total	Percentage - Consensus	CVR
Competency 1	11	1	12	91.67%	0.83
Competency 2	11	1	12	91.67%	0.83
Competency 3	11	1	12	91.67%	0.83
Competency 4	11	1	12	91.67%	0.83
Competency 5	11	1	12	91.67%	0.83
Competency 6	11	1	12	91.67%	0.83
Competency 7	11	1	12	91.67%	0.83
Summative assessment	11	1	12	91.67%	0.83

The Delphi Technique facilitated the incorporation of diverse perspectives from external experts, ensuring the module's content is comprehensive and relevant for interprofessional interns.

Module Development

Once the competencies and SLOs, TLMs and assessment methods were validated by the experts, a two-week module was prepared. Ten location-based IP intern teams (three members each, one per profession) shall be formed and would include daily interactive sessions with faculty for each IPSG, including discussion, team-based activities (audits, case studies, role plays), and presentations. There shall be an additional hour for interaction among interns in the wards facilitated by nurse educators, staff of the office of Clinical Excellence and Accreditation, and infection control nurses. Formative assessment focusing on teamwork and communication shall be incorporated for each IPSG. The module would conclude with summative assessment, learner and teacher feedback, which will all be used for module evaluation. Table 5 provides an outline of the validated module inclusive of core IPEC competencies.

Table 5

Matrix of the proposed module
International Patient Safety Goal	Competency	SLOs	Sessions	TL Method	Duration	Formative Assessment
Introduction to Patient Safety, IPSG and IPE.	1. The learner should be able to summarise the meaning of patient safety. 2. The learner should be able to explain the relationship between interprofessional practise and patient safety. Core IPEC 1. Interprofessional communication 2. Teamwork 3. Roles and Responsibilities 4. Ethics		1	Pre-test Ice-breaking Lecture, simulation (videos), Introduction to PS and Introduction to IPE
Goal One: Identify patients correctly.	Competency 1 - The learner should be able to identify patients correctly in different clinical settings. Core IPEC : 1. Interprofessional communication 2. Teamwork 3. Roles and Responsibilities 4. Ethics	SLO 1.1 - The learner should be able to correctly list two patient identifiers that should be used for correct patient identification.	Session − 1	Flipped Classroom + Videos	30 minutes	Active medical records audits Audits by IP Teams
		SLO 1.2 - The learner should be able to discuss in detail the different clinical settings where patient identification must NOT be missed.	Session − 1	Flipped Classroom + Videos	30 minutes
		SLO 1.3 - The learner should be able to discuss the impact of patient identification errors.	Session − 2	Discussion of audit findings	30 minutes
Goal Two: Improve effective communication.	Competency 2 - The learner should be able to demonstrate ways to communicate critical patient care information to other members in health care team. Core IPEC: 1. Interprofessional communication 2. Values and Ethics	SLO 2.1 - The learner should be able to ensure the intimation of critical alerts to the right person within the right timeframe.	Session − 1	Interactive Games + Videos	60 minute	Handover+ Cross references+ critical alert + Verbal Order Active Medical Records Audits by IP Teams
		SLO 2.2 - The learner should be able to demonstrate the key elements of written communication for effective hand over.
		SLO 2.3 - The learner should be able to demonstrate the correct procedure for providing and receiving verbal orders.
		SLO 2.4 - The learner should be able to demonstrate the key elements of written communication for cross references.	Session-2	Discussion of audit findings	30 minutes
Goal Three: Improve the safety of high-alert medications.	Competency 3 - The learner should be to describe the procedure to safely order, dispense, administer and monitor high risk medications under supervision. Core IPEC 1. Teamwork 2. Interprofessional Communication 3. Roles/Responsibilities	SLO 3.1 - The learner should be able to define what a high-risk medication is (including look-alike sound-alike drugs).	Session-1	Flipped Classroom + Videos Review of documentation in wards Identification of Look-alike sound-alike medicines and their storage Pharmacy visits	60 minutes	Medication (prescription, dispensing, administration and monitoring) audits
		SLO 3.2 - The learner should be able to explain the correct procedure for ordering, dispensing and administration of high-risk medications.
		SLO 3.3 - The learner should be able to describe the post-administration monitoring required for high-risk medication.
		SLO 3.4 - The learner should be able to describe the procedure for medication reconciliation at the various transition points in patient care.	Session- 2	Discussion of audit findings	30 minutes
Goal Four: Ensure safe surgery.	Competency 4 - The learner should be able to demonstrate the ability to use verification processes to ensure that the right patient undergoes the right surgical and/or invasive procedure, at the right side and/or site, whenever required. Core IPEC: 1. Roles/Responsibilities 2. Teamwork	SLO 4.1 - The learner should be able to recognize the potential risks associated with surgical procedures.	Session-1	Videos + Interactive lecture	45 minutes	Role Play preparation
Goal Four: Ensure safe surgery.		SLO 4.2 - The learner should be able to correctly demonstrate the key elements of the WHO Surgical Safety Checklist / Procedural checklist.	Session-2	Role Play by students	30 minutes	Role Play preparation
Goal Five: Reduce the risk of health care-associated infections.	Competency 5 - The learner should be able to demonstrate the ability to minimize and prevent the risk of healthcare associated infections by following appropriate infection control practices Core IPEC: 1. Roles/Responsibilities 2. Values and Ethics	SLO 5.1 - The learner should be able to describe the significance of HAIs in patient morbidity, mortality and healthcare costs and enlist various types of HAIs and their causes.	Session-1	Interactive Lecture	45 minutes	Demonstration
		SLO 5.2 - The learner should be able to apply standard precautions including hand hygiene, use of PPE in patient care and cough etiquette.	Session-1	Interactive Lecture	45 minutes
		SLO 5.3 - The learner should be able to demonstrate post exposure steps following accidental exposure to blood and body fluids and needle stick injuries.	Session 2	Demonstration	45 minutes
Goal Six: Reduce the risk of patient harm resulting from falls.	Competency 6 - The learner should be able to demonstrate the ability to effectively reduce the risk/prevent of patient harm resulting from falls. Core IPEC: 1. Roles/Responsibilities	SLO 6.1 - The learner should be able to correctly identify patients who are likely to be at a higher risk for falls.	Session-1	Flipped Classroom	30 minutes	Audit of fall risk assessment
		SLO 6.2 - The learner should be able to correctly identify situations when patients are at a higher risk of falls.	Session-1	Flipped Classroom	30 minutes
		SLO 6.3 - The learner should be able to describe the common measures for prevention of patient falls in different settings.	Session-2	Discussion of fall risk assessment	30 minutes
Goal Seven: Ensuring alarm safety.	Competency 7 - The learners should be able to correctly identify the relevance of medical alarm system safety in ensuring patient safety. Core IPEC: 1. Communication 2. Roles/Responsibilities 3. Values and Ethics	SLO 7.1 - The learner should be able to identify the most important alarm signals to manage based on hospital policy.	Session- 1	Role Play	60 minutes
Goal Seven: Ensuring alarm safety.		SLO 7.2 - The learner should be able to demonstrate response, in a simulated environment, to an alarm appropriately.	Session- 1	Role Play	60 minutes
Assessment and Evaluation: Team-based assessment, individual assessment through post-test, Learner and Faculty Feedback, Reflections

Implementation

Considering internship calendars, May 2024 was chosen as the feasible delivery month due to internship durations in physiotherapy and nursing programs. The total module duration is approximately 12.5 hours of faculty interaction and a daily additional hour of interaction by interprofessional interns, in wards. The module will run over two weeks without disrupting routine internship schedules. Faculty from Medicine and Nursing shall be conducting the sessions and would be assisted by nurse educators, staff of the office of Clinical Excellence and Accreditation and infection control nurses. Pre- and post-tests (MCQs), learner and facilitator feedback, and participant reflections will be collected through Google Forms. The Revised Interprofessional Collaborative Competency Attainment Scale(ICCAS) will be used to assess core interprofessional competencies. ¹⁸

Evaluation and Feedback

Evaluation shall focus on Kirkpatrick Evaluation Model Level II – knowledge, skills, and attitudes – assessed through formative and summative assessments.¹⁹ Feedback and reflections will be used to assess perceived/anticipated changes in behaviour when interns begin practice.

While not currently planned, assessing changes in organizational practices (Level IV of the Kirkpatrick Model) may be considered if the module is successfully implemented at Bhaikaka University in the long term. Details of the evaluation plan are provided in Table 5.

Outcomes: A validated interprofessional module on patient safety, with a focus on international patient safety goals, is ready to be delivered to the next batch of health professions (Medicine, Physiotherapy and Nursing) interns at Bhaikaka University, Gujarat, India, in 2024.

Majority of the organisations teach Patient Safety uni-professionally. The existing literature on teaching patient safety interprofessionally is incredibly diverse; the interventions cover different patient safety topics, involve different professions at different stages of training, utilize different settings and teaching methods and have different ways of assessing students.²⁰

This module stands apart because it is interprofessional and while it covers key areas of concern in patient safety, it is compact and importantly, contextual.

The module was designed contextually to sensitize interprofessional learners on critical aspects of patient safety- the International Patient Safety Goals. While designing the module the following constraints were borne in mind:

The current educational landscape in India, where patient safety is not comprehensively would not be available. In the current busy academic schedule of different health professions curricula, it might be difficult to accommodate patient safety module.
While internship schedules for various healthcare professions often involve clinical rotations across diverse locations, finding interprofessional internship opportunities where all interns are consistently placed at a single site might be limited.
Limited resources in the context of faculty for teaching- learning activities and assessment.

The teaching-learning activities and assessment and evaluation methodology, therefore, have been customised to what will work for Bhaikaka University with the constraints stated above. If the setting permits, the module could be scaled up, where trained faculty and time slots are available; more structured assessment methodologies like OSCE could be utilised for assessment.

Our experience in delivering Programs of Implementation for Patient Safety and Quality to the hospital consultants, coupled with our internal PSQ sessions conducted with second year MBBS students, have helped us conclude that Patient Safety is best taught in a structured manner, with a good mix of uni-professional and interprofessional methodologies. Students of healthcare professions who view patient safety as a collaborative effort, would be better equipped to recognise and deal with unsafe cultures and hierarchies, which directly impact patient safety. Interprofessional patient safety education interventions are generally well received by students with knowledge and skill gain documented, and changes in student behaviour. ²¹

This module addresses a critical gap in patient safety education for HPE in India. Given the stakes, while acknowledging the challenges involved, we advocate for its inclusion as a new discipline for Health Professions education, as recommended by Wu et al. ²²

A validated and replicable interprofessional module for education on PS for health professions graduates in India is presented here. This module, which is based on IPSG, defines specific competencies on the most problematic/critical areas of patient safety (inclusive of medication safety, health care-associated infections, unsafe surgeries, patient misidentification and patient falls) and incorporates core interprofessional competencies. Once implemented, the module is expected to ensure acquisition of knowledge and skills for the interprofessional learners. In the long run, it will lead to safe behaviours and reduced adverse events and better patient outcomes and therefore, health improvement.

So far, no report is available from an Indian health professions institution regarding a structured interprofessional module on patient safety. The module design and subsequent evaluation shall be published and shared with the relevant professional bodies/councils and at academic fora. Given the internal support extended, we anticipate that the module would be institutionalized; other institutions would be inclined to adopt it.

Given the current gap in patient safety education, this module will address a felt need in the Indian Health Professions Curriculum and shall eventually lead to improved health outcomes.

Abbreviation	Full forms
AETCOM	Attitude, Ethics and Communication
CBME	Competency Based Medical Education
CVR	Coefficient of Variation Ratio
HPE	Health Professions Education
ICCAS	Interprofessional Collaborative Competency Attainment Scale
IPE	Inter Professional Education
IPEC	Interprofessional Education Collaborative
IPSG	International Patient Safety Goals
LMIC	Low-to-Middle Income Countries
MCQs	Multiple Choice Questions
NABH	National Accreditation Board of Hospitals and Health Care Organisation
NMC	National Medical Commission
OSCE	Objective Structured Clinical Examination
PS	Patient Safety
PSQ	Patient Safety and Quality
SLOs	Specific Learning Objectives
TLMs	Teaching-Learning Methods
WHO	World Health Organization

Ethics approval and consent to participate: The current project was started after the approval from Institutional Ethics Committee. Informed Consent of the participants have been taken before the start of the project.

Consent for publication: Not applicable.

Availability of data and materials: The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request. The raw data file(excel sheet) has been added as a supplementary file.

Competing interests: The authors declare that they have no competing interests.

Funding: None.

Authors' contributions:

MG was involved with the conception, design, data acquisition, analysis and interpretation of data and writing up the manuscript.
MR was involved with the design, data acquisition, analysis and interpretation of data and writing up the manuscript.
AR served as a mentor (assigned by MAHE-FAIMER International Institute for Leadership in Interprofessional Education) and advisor providing inputs for the design and the critical revision of the manuscript.
LSM served as a mentor (assigned by MAHE-FAIMER International Institute for Leadership in Interprofessional Education) and advisor providing inputs for the design and the critical revision of the manuscript.
SS served as an advisor providing inputs for the design and the critical revision of the manuscript.
SG served as an advisor providing inputs for the design and the critical revision of the manuscript.
HvP served as an advisor providing inputs for the design and the critical revision of the manuscript.
CM provided inputs for the design of the study.
SJ provided inputs for the design of the study.
HP provided inputs for the design of the study.
SSS provided inputs for the design of the study.

Acknowledgements

This study was carried out as a project by the first author under her fellowship for MAHE-FAIMER International Institute for Leadership in Interprofessional Education. We are indebted to the group of experts who participated in the content validation of the module for their time and invaluable inputs, which have given me greater faith in the project - Dr. Vimal Kumar Govindan, Dr. Chinmay Shah, Dr. Nimesh Verma, Dr. Nitin Raithatha, Dr. Nirav Vaghela, Dr. Shweta Parikh, Dr. Latha Venkatesan, Ms. Beenamma Kurien, Dr. Christopher Sudhakar, Dr. Senthil Kumaran, Dr. Raksha Bhat Chandrashekhar, Dr. Sanjay Rathod and Dr. Amol Dongre, for your participation.

Last but not the least, one would find it extremely challenging to envision or implement an interprofessional project, unless the milieu permitted it; I am truly grateful to Bhaikaka University for giving me the soil to sow the seeds of my imagination.

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Editorial decision: Revision requested
04 Jun, 2024
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04 Jun, 2024
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Designing and validating an interprofessional module on patient safety in India centred on International Patient Safety Goals

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Abstract

Background

Method

Discussion

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Background

Methods

Problem Identification and General Needs Assessment

Targeted needs assessment

Developing Goals and Objectives

Educational Strategies

Module Development

Implementation

Evaluation and Feedback

Discussion

Table of Abbreviations

Declarations

References

Additional Declarations

Status:

Version 1