Table 3 Characteristics of the 28 studies included in the scoping review
From: Patient safety education in undergraduate medical education through a global lens: a scoping review
Authors, year | Year level | Educational intervention | Duration | Teaching strategies | Outcome measures | Kirkpatrick level* | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Interactive | Experiential | Technology-enhanced | ||||||||||||||||||||
IL | CBD | Peer teaching | PBL | TBL | GD | Flipped Class | Storytelling | Simulation | Reflection | Hands-on activities | Group project | Animation | Cinema education | e-learning | Gamification | videos | ||||||
Ahmed et al., 2022 | 3rd | Course | 5 days | ✓ | ✓ | ✓ | ✓R | ✓ | KT*, reflection, CES | 2 | ||||||||||||
Arab, 2019 | 6th | Module | 1 semester (15 wks) | ✓ | ✓ | ✓ | ✓ | KT, satisfaction, self-reported learning | 2 | |||||||||||||
Backhouse & Malik, 2019 | 3rd | 1 session | 1 h | ✓ | Feedback forms | 1 | ||||||||||||||||
Baqal et al., 2020 | M* (1st -4th) | 1 session | 1 h | ✓ | ✓ | ✓ | QRE (knowledge/ awareness/perception) | 2 | ||||||||||||||
Bartlett, & Huerta, 2018 | M (1st -4th) | 6 sessions | 6 months (2 h/session) | ✓ | ✓ | ✓ | Feedback surveys | 1 | ||||||||||||||
Bawert & Holzinger | NS* | 1 session | NS | ✓ | QRE (quality) + practical exam | 2 | ||||||||||||||||
Cooper et al., 2019 | 6th | 1 session | NS | ✓ | ✓ | ✓ | QRE (learners’ reactions & perception) | 1 | ||||||||||||||
Dankbaar et al., 2017 | 4th | Course | 1 wk | ✓ | ✓ | students’ satisfaction, knowledge, and self-efficacy awareness | 3 | |||||||||||||||
Dumenco et al., 2018 | 1st | Workshop | 1 day | ✓ | ✓ | ✓ | ✓ R | ✓ | Satisfaction survey and KT | 2 | ||||||||||||
Dumenco et al., 2019 | L* (1st & 2nd) | Integrated curriculum | 17 months | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | Knowledge, application- based skills attitudes at 4 points | 3 | |||||||||||
Eltony et al., 2017 | 6th | Course | 3 days | ✓ | ✓ | ✓ | ✓ | ✓ | Satisfaction survey and KT | 2 | ||||||||||||
Gaupp et al., 2019 | 3rd | Course | 3 months | ✓ | ✓ | ✓ | KT, attitudes questionnaire | 3 | ||||||||||||||
Gelinas et al., 2021 | 2nd | Course | 6 wks | ✓ | KT, CES, exam | 2 | ||||||||||||||||
Gheihman et al., 2021 | 2nd | 2 sessions | 2 h (1 h/session) | ✓ | ✓ | Self-report QRE, reflection, feedback | 1 | |||||||||||||||
Gonzalez-Caminal, 2023 | 2nd | Combined activities | 2 h | ✓ | ✓ | Activity assessment survey | 1 | |||||||||||||||
Gross et al., 2019 | NS | Module | 15 min (5/activity) | ✓ | ✓ | ✓ | QRE at 3 points | 3 | ||||||||||||||
Hayes, 2014 | M (1st − 2nd) | Seminar | 2 h | ✓ | ✓ | ✓ | Self-efficacy QRE | 1 | ||||||||||||||
Holderried, 2014 | 5th | Activity (chart review) | 15 h | ✓ | ✓ | ✓ | ✓ | ✓ | Hazards identification skills | 2 | ||||||||||||
Inayat, 2023 | 2nd | Course | 9 months (2–4 h/wk) | ✓ | ✓ | ✓ | Feedback forms | 1 | ||||||||||||||
James et al., 2016 | 3rd | program | 1 day | ✓ | ✓ | ✓ | ✓ | Feedback forms | 1 | |||||||||||||
Kow, 2017 | 3rd | 1 session | 1 h | ✓ | APSQ at 2 points | 2 | ||||||||||||||||
Oates et al., 2018 | L (1st & 2nd) | 8 modules | 2 h/each | ✓ | ✓ | ✓ R | ✓ | APSQ at 4 points | 3 | |||||||||||||
Raty et al., 2017 | M (1st -4th) | Course | NS | ✓ | ✓ | ✓ | ✓ | ✓ | CES | 1 | ||||||||||||
Roh & Kim, 2015 | 3rd | Course | 3 days | ✓ | ✓ | ✓ | ✓ R | ✓ | QRE, Open ended questions | 1 | ||||||||||||
Shah et al., 2021 | 3rd | Activity | 50 min | ✓ | ✓ | KT, session evaluation | 2 | |||||||||||||||
shah et al., 2020 | M (1st -4th) | workshop | 1–2 h each | ✓ | ✓ | Questionnaire, Reflection, FB | 1 | |||||||||||||||
shah et al., 2017 | NS | Workshops | NS | ✓ | ✓ | ✓ | ✓ | Pre-Post survey (knowledge & skills) | 2 | |||||||||||||
Thomas et al., 2014 | 6th | Activity (Sim ward round) | 30 min | ✓ | ✓ | Pre-Post survey (knowledge, attitude & behavioir) | 3 | |||||||||||||||