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  3. Promoting Reflective Learning In Medication Safety Education.
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  3. Promoting Reflective Learning In Medication Safety Education.

Related Experiment Video

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Promoting reflective learning in medication safety education.

Matthew Schmidt1, Stephanie Wai Khuan Teoh2

  • 1Safety, Quality and Performance Directorate, Sir Charles Gairdner and Osborne Park Hospital Care Group, Perth, Western Australia, Australia.

Journal of Healthcare Risk Management : the Journal of the American Society for Healthcare Risk Management
|May 20, 2026

View abstract on PubMed

Summary
This summary is machine-generated.

Multifaceted medication safety education programs significantly improve clinical staff knowledge and practice relevance. Staff highly accepted and demanded this targeted, site-specific learning approach, valuing real-life incident analysis.

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Area of Science:

  • Healthcare Education
  • Patient Safety
  • Clinical Practice Improvement

Background:

  • Medication-related problems pose a significant burden on healthcare systems.
  • Effective medication safety education is crucial for mitigating these problems.
  • A multifaceted educational program was implemented at study hospitals.

Purpose of the Study:

  • To describe strategies promoting reflective learning in medication safety education.
  • To evaluate clinical staff acceptance and demand for specific learning content.
  • To inform future medication safety education planning.

Main Methods:

  • An online satisfaction survey using Microsoft Forms was distributed to clinical staff (medical, nursing/midwifery).
  • The survey assessed satisfaction with learning format, content, impact on practice, and feedback over 12 months.
  • A Likert scale was used to evaluate satisfaction with various learning elements, with 127 responses received.

    • Main Results:

    • High staff agreement (≥93.7%) was reported for learning relevance, understandability, engagement, clear objectives, and improved medication safety knowledge.
    • 98% of respondents found the learning relevant and easy to understand.
    • Free-text feedback indicated strong engagement and value placed on learning from real-life medication incidents.

    Conclusions:

    • Targeted, site-specific medication safety education approaches are well-received by clinical staff.
    • The implemented multifaceted program effectively improved staff knowledge and learning satisfaction.
    • The findings support the continued development of contextually relevant medication safety education initiatives.