ABSTRACT

Health care delivery continues to be unsafe despite major patient safety (PS) improvement efforts over the past decade. Medical school education plays an important role in promoting this culture during initial training. To determine undergraduate medical students’ attitudes toward PS at a Tunisian medical school. We carried out a cross-sectional study among undergraduate medical students at Ibn Al Jazzar Medical School in Sousse, Tunisia, using a self-administered questionnaire inspired from the valid tool: Attitudes to Patient Safety Questionnaire (APSQ III). A total of 178 medical students responded to the questionnaire. Medical students tend to have an overall positive perceptions of PS culture with a global mean score 5.33 ± 0.5. Among the individual domains ‘Working hours as a cause of error’ earned the highest score (6.38 ± 1.0) followed in order by ‘Team functioning’ (6.24 ± 0.8), ‘Error inevitability’ (5.91 ± 1.0) and ‘Patient involvement in reducing error’ (5.50 ± 1.0). The lowest score was for ‘Professional incompetence as a cause of error’ (4.01 ± 1.0). A PS domain’s mean scores comparison based on socio-demographic variables: gender, age, academic year and on PS training revealed a statistically significant difference (p < 0.05) for five PS key dimensions: ‘ Error reporting confidence ’, ‘ Working hours as a cause of error ’, ‘ Professional incompetence as a cause of error ’, ‘ Team functioning ’ and ‘PS training received’. Tunisian medical students showed positive attitude towards PS. Nevermore, intensive in terms of frequency and duration sessions, based on various teaching methods may be needed to fulfill students’ educational needs.

摘要

尽管在过去十年中做出了重大的患者安全 (PS) 改进工作，但医疗保健服务仍然不安全。医学院教育在初始培训期间在促进这种文化方面发挥着重要作用。确定突尼斯医学院本科医学生对 PS 的态度。我们在突尼斯苏塞的 Ibn Al Jazzar 医学院的本科医学生中进行了一项横断面研究，使用的自填问卷受到有效工具的启发：对患者安全问卷 (APSQ III) 的态度。共有 178 名医学生回答了问卷。医学生倾向于对 PS 文化有总体积极的看法，全球平均得分为 5.33 ± 0.5。在各个领域中，“作为错误原因的工作时间”获得了最高分（6.38 ± 1. 0) 依次为“团队运作”(6.24 ± 0.8)、“错误必然性”(5.91 ± 1.0) 和“患者参与减少错误”(5.50 ± 1.0)。最低分是“专业无能导致错误”（4.01 ± 1.0）。基于社会人口变量（性别、年龄、学年和 PS 培训）的 PS 域的平均分数比较揭示了五个 PS 关键维度的统计显着差异（p < 0.05）：“错误报告信心”、“工作时间作为“错误原因”、“作为错误原因的专业无能”、“团队运作”和“接受过 PS 培训”。突尼斯医科学生对PS表现出积极态度。此外，可能需要根据不同的教学方法在频率和持续时间方面进行强化，以满足学生的教育需求。