Related Experiment Video
Updated: Jun 16, 2025
Setup and Execution Of the Blindfolded Code Training Exercise
Published on: March 29, 2019
Medical Error: Using Storytelling and Reflection to Impact Error Response Factors in Family Medicine Residents
Sherry Adkins1, Rahaf Alta'any1, Kewaljit Brar1
1Rural Family Medicine Residency, Wright State University, Greenville, OH, USA.
Abstract:
I am a healer, yet sometimes I do more harm than good…David Hilfiker, 1984.
Objectives:
Medical error is common and significantly impacts patients, physicians, learners, and public perception of the medical system; however, residents receive little formal training on this topic. Research on error response in practicing physicians is limited, and even more so on medical education interventions to improve this. This study evaluates a curriculum developed to foster the sharing of faculty medical error stories, practice of constructive coping strategies, and growth in resident confidence in managing error.
Methods:
Researchers identified factors related to effective physician error management and recovery to develop a targeted intervention for family medicine residents. The intervention consisted of three one hour didactic sessions in a medium-sized midwestern, urban family medicine residency program over the course of 6 months. Instructional methods included guided reflection after mentor storytelling, small group discussion, role play, and self-reflection.
Results:
Of the 30 residents, 22 (73%) completed the preintervention survey, and 15 (50%) completed the postintervention survey. While most residents reported having experienced error (55%), fewer than half of the residents reported they knew what to do when faced with medical errors (46%). This increased to 93% after intervention. Personal error stories from mentors were the most desired type of training reported by residents preintervention, but this was surpassed by legal and malpractice concerns in the postintervention survey. Rates of reported error story sharing increased after the intervention. Residents reported self-efficacy (I can be honest about errors) and self-awareness (I acknowledge when I am at increased risk for error) also increased with intervention. However, these changes did not reach statistical significance.
Conclusions:
Family medicine residents are receptive to learning from peers and mentors about error management and recovery. A brief intervention can impact the culture around disclosure and support. Future research should focus on the impact of targeted interventions on patient-oriented outcomes related to medical error.
Insights
Medical residents improved confidence in managing medical errors after a brief training program. This intervention fostered error story sharing and coping strategies, enhancing self-efficacy and awareness.
Area of Science:
- Medical Education
- Patient Safety
- Healthcare Quality Improvement
Background:
- Medical errors are prevalent, impacting patients and public trust, yet resident training in error management is insufficient.
- Limited research exists on practicing physicians' error response and educational interventions to improve it.
- This study addresses the need for effective medical error education for residents.
Purpose of the Study:
- To evaluate a curriculum designed to improve resident confidence and skills in managing medical errors.
- To foster the sharing of faculty medical error stories and promote constructive coping strategies among residents.
- To assess the impact of a targeted intervention on residents' self-efficacy and self-awareness regarding medical errors.
Main Methods:
- A 6-month curriculum involving three one-hour didactic sessions was implemented for family medicine residents.
- Intervention methods included mentor storytelling, small group discussions, role-playing, and self-reflection.
- Factors influencing effective physician error management and recovery were identified to develop the intervention.
Main Results:
- Post-intervention, 93% of residents reported knowing how to handle medical errors, up from 46% pre-intervention.
- Rates of error story sharing increased, and residents reported enhanced self-efficacy and self-awareness regarding errors.
- While positive trends were observed, changes in self-efficacy and self-awareness did not reach statistical significance.
Conclusions:
- Family medicine residents are receptive to learning about error management from peers and mentors.
- A brief educational intervention can positively influence the culture surrounding medical error disclosure and support.
- Future research should investigate the patient-oriented outcomes of targeted medical error interventions.
Related Concept Videos
01:13Patient-centered Care
01:23Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
01:15Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
01:30Ethical Dilemmas II
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
01:17Ethical Dilemmas I
Let us explore some examples to understand the potentially complex moral decisions nurses face.
Take the case of caring for minors, particularly in areas related to reproductive...