https://repository.nyitlibrary.org/files/original/ddeba9d482950245b7e86a83ed949553.pdf]]> Stock price indexes.]]> https://repository.nyitlibrary.org/files/original/dc3647f5af02951d1796fd989a603f99.pdf]]> Students, Foreign--Training of.]]> https://repository.nyitlibrary.org/files/original/727796f2edcc2f9f60d852c98e5e1708.pdf]]> https://repository.nyitlibrary.org/files/original/433ff2087797fe89a514f4d9fb412912.pdf]]> ]]> https://repository.nyitlibrary.org/files/original/c47cb1c119866383b06deb8818651c74.pdf]]> Computer graphics--Study and teaching (Secondary)]]> https://repository.nyitlibrary.org/files/original/92c7d7867d814c873dcadd0a2246a9e4.pdf]]> patient safety
mobile learning
medical education]]> Background: Preventable medical errors represent a leading cause of death in the United States. Effective undergraduate medical education (UME) strategies are needed to train medical students in error prevention, early identification of potential errors, and proactive communication. To address this need, a team of faculty from A.T. Still University's School of Osteopathic Medicine in Arizona developed four digital patient safety case scenarios for second-year medical students. These scenarios were designed to integrate interprofessional collaboration and patient safety principles, increase student ability to identify potential errors, and promote proactive communication skills.

Methods: Faculty used Qualtrics to create four digital case scenarios on patient safety covering the following domains: communicating about potential drug-to-drug interactions; effective handoffs; human factors errors, such as fatigue, illness, and stress; and conflicts with supervising resident. In fall 2018, 97 second-year medical students completed the entire safety module in dyad or triad teams. As they worked through each case study, student teams completed 11 assessment questions with instant feedback, and participated in short case debrief discussions. Next, each individual student took a 12-question post-test to assess learning. Descriptive statistics were reviewed for the assessment questions, and case critical thinking discussion answers were reviewed to evaluate student comprehension.

Results: The mean score for the module was 95.5% (SD= 6.36%, range = 75%-100%). Seventy-eight students completed the post-test, which had a mean score of 96.5% (SD = 6.51%, range = 66.7%-100%). Student written responses to the four case critical thinking discussion prompts indicated a high level of comprehension.

Conclusion: Our results demonstrated that digital case studies can provide an innovative mechanism to introduce key patient safety concepts and experiential practice of interprofessional communication in early UME. Our design and implementation of these engaging interprofessional patient safety training modules provided an opportunity for students to learn key communication and safety concepts in small teams. This training method was cost-effective and could be replicated in other online learning or blended learning environments for a wide range of health professions.]]> Journal of Medical Education and Curricular Development, vol. 7, June 2020]]> This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).]]> https://repository.nyitlibrary.org/files/original/985bbfb9b4cabce4630c5d46f9f377d3.pdf

https://doi.org/10.1177/2382120520935469]]> McCoy, L., Lewis, J. H., Simon, H., Sackett, D., Dajani, T., Morgan, C., & Hunt, A. (2020). Learning to Speak Up for Patient Safety: Interprofessional Scenarios for Training Future Healthcare Professionals. In Journal of Medical Education and Curricular Development (Vol. 7, p. 238212052093546). SAGE Publications. https://doi.org/10.1177/2382120520935469]]> https://repository.nyitlibrary.org/files/original/aa8f8bcb95f3b1636fef91ac447260b7.pdf]]> LED lighting.]]> https://repository.nyitlibrary.org/files/original/169cde54486b09b80b3dc403a93049c9.pdf]]> Energy conservation.
Lighting.]]> https://repository.nyitlibrary.org/files/original/33a80e240bca20747a9bd87a041f9b02.pdf]]> Air conditioning from central station.
Sustainable design.]]> https://repository.nyitlibrary.org/files/original/f42c0ae81de1e541e7d9150276d7078a.pdf]]> Air conditioning from central station
Sustainable design
]]> https://repository.nyitlibrary.org/files/original/051192f08efa8c3779f5354a93f098b1.pdf]]> Nitrogen dioxide--Environmental aspects.]]> https://repository.nyitlibrary.org/files/original/725f3ccb2584f5b87218c16388df255d.pdf]]> Neurology. Diseases of the nervous system
Nicotinic acetylcholine receptor ligands
Novel pharmacological treatments
RC346-429]]> This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/bync-nd/4.0/).]]> https://repository.nyitlibrary.org/files/original/6040d8972cf72ad179e9dd13aafea876.pdf

https://doi.org/10.1016/j.ensci.2022.100416]]> https://repository.nyitlibrary.org/files/original/b1eb3c787fc66278c0f772f879876564.pdf]]> Retail trade.]]> https://repository.nyitlibrary.org/files/original/a2bb36630767e11223eaa8edffa430c8.pdf]]> https://repository.nyitlibrary.org/files/original/d21932fe73a0b66eb265e4a623a2f97f.pdf]]> https://repository.nyitlibrary.org/files/original/41ad9ae0038b18c2f2d9d9642d875b69.pdf]]> https://repository.nyitlibrary.org/files/original/fa3eb2d3191a01825942169783ea7518.pdf]]> Opioid abuse.]]> https://repository.nyitlibrary.org/files/original/2af7b9c707fd1f37506f1ce5f1d1bb2a.pdf]]>