Near Peers: Residents as Teachers in a Pre-Clinical Patient Safety Course Anne C. Gill, DrPH Elizabeth A. Nelson, MD Sally R. Raty, MD Cayla R. Teal, PhD Educational Innovations Day April 30, 2014

Need Develop and implement a new Patient Safety Course for 2 nd year medical students Identify goals and objectives Identify core curriculum Identify teaching modalities and strategies Recruit content experts and teaching faculty Develop course evaluation

Description of Project Y1-Modified team-learning methodology; Student peer TA’s Y2- Modified team-learning; Resident facilitators Y3- Small group discussion; Resident small group leaders

How is this innovative? Residents are an untapped resource for teaching in the preclinical years Residents receive training in patient safety Residents receive training in educational instruction and the opportunity to apply teaching skills

Modified Team Learning Modified Team Learning Overall Quality Year 2 Resident Small Group Facilitators Year 1 Peer TA Monitors Year 3 Resident Small Group Leaders Small Groups Patient Safety Course Year 1-3: Teaching Strategies

Results Patient Safety Course EvaluationY1 Y2Y3 Question (Scale 1-7) The overall questions of the lecturers was high4.74.8NA The Cases were consistently of high quality The final exam was a good measure of knowledge of patient safety The overall quality of the patient safety course was high The resident TA's enhanced my understanding of the clinical application of patient safety concepts in healthcareNA This course has increased my awareness of different types of patient safety concernsNA66.1

Lessons Learned and Impact Multi-modal course evaluations guided iterative changes yielding improved course ratings We realized statistically significant increases in students’ overall quality rating of the course each year Patient Safety training can bridge the educational continuum to meet both UME and GME learning goals and objectives

QUESTIONS?