Enhancing active learning of medication errors in the PharmD curriculum through a multi-perspective video-based experience

Abstract

Introduction: We created and assessed an immersive instructional series of video-based activities for pharmacy student evaluation of medication errors via root cause analysis (RCA).

Methods: A novel series of video vignettes showed a medication error from the perspectives of each healthcare team member involved. Students were engaged in a series of activities to guide them through RCA interspersed with the vignettes. A pre/post-assessment tool measured student-perceived skills and attitudes in medication error prevention and handling. Per item pre/post-mean scores were compared using Mann-Whitney U tests with Bonferroni correction.

Results: From N = 270 students, 231 and 163 completed the anonymous pre- and post-assessment, respectively. Most students positively endorsed attitude items at both assessment intervals, with no significant changes in mean for "learning how to improve patient safety is an appropriate use of time in pharmacy school" (pre-assessment = 4.26; post-assessment = 4.23). However, there were significant improvements in the skills items "I am confident in my ability to analyze a case to find the root causes of an error" (pre = 3.44; post = 3.85) and "I can identify the key factors in systems and processes that could lead to a medication error" (pre = 3.55; post = 3.88).

Conclusions: Pharmacy students reported significantly improved self-perceived skills in handling and preventing medication errors, but not in attitudes, following the immersive instructional activity. There are opportunities to expand such an immersive instructional series in an interprofessional setting, which may yield different findings.

Keywords: Medication errors; Patient safety; Root cause analysis; Simulation; Teaching innovation.