{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,9,19]],"date-time":"2025-09-19T12:35:18Z","timestamp":1758285318886,"version":"3.44.0"},"reference-count":16,"publisher":"Walter de Gruyter GmbH","issue":"10","license":[{"start":{"date-parts":[[2025,5,23]],"date-time":"2025-05-23T00:00:00Z","timestamp":1747958400000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2025,9,22]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:sec id=\"j_jom-2023-0248_abs_001\">\n                  <jats:title>Context<\/jats:title>\n                  <jats:p>Medical error is cited as a leading cause of preventable harm and death. Medical education in the United\u00a0States must be restructured to enhance the development of skills, behaviors, and attitudes that medical students will need upon graduation, including the crucial ability to manage clinical and scientific information, understanding the basic concepts of human dynamics, patient safety, systems theory, and the development of basic management, communication, and teamwork skills. To accomplish this goal, it will be necessary for medical schools to balance their current, intensive focus on basic and clinical services with patient safety science. Although many examples exist of incorporating patient safety awareness into medical school courses, there are no recognized and accepted models related to incorporating mandatory patient safety education into medical school curricula that provide comprehensive measures of competence. This study evaluates the quantitative and qualitative outcomes of an intensive, mandatory patient safety course implemented during the third year of undergraduate medical education.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec id=\"j_jom-2023-0248_abs_002\">\n                  <jats:title>Objectives<\/jats:title>\n                  <jats:p>The objective of this study was to determine if the implementation of an advanced mandatory 2-week patient safety course, leading to the attainment of the Certified Professional in Patient Safety (CPPS\u2122) credential, can yield a measurable impact on medical students\u2019 patient safety knowledge entering into residency.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec id=\"j_jom-2023-0248_abs_003\">\n                  <jats:title>Methods<\/jats:title>\n                  <jats:p>Data were gathered from 12 cohorts of students in each of two consecutive third-year classes. Utilizing mixed-methods analyses, this study followed a total of 430 students to measure the change in their knowledge and perceptions before and after taking the course. The study also assessed what factors were associated with first-time passing of the CPPS\u2122 Certification Examination. These factors included grade point average (GPA), positive perceptions about the course, and class\u00a0year.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec id=\"j_jom-2023-0248_abs_004\">\n                  <jats:title>Results<\/jats:title>\n                  <jats:p>There was significant improvement in the knowledge scores of all five patient safety domains. Similarly, there was a significant improvement in the perceived importance of receiving patient safety education in undergraduate medical education, attaining certification, and the value for students when applying for residency positions. Students\u2019 GPA was the only reliable predictor of passing the CPPS\u2122 Certification Examination. Themes from qualitative data analysis reveal student perceptions of the course and certification to be extremely important to understanding the magnitude of the preventable harm problem and highlighting tools to address patient safety issues in the future. Most students reported that the course was essential to preparing for the comprehensive CPPS\u2122 Certification Examination.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec id=\"j_jom-2023-0248_abs_005\">\n                  <jats:title>Conclusions<\/jats:title>\n                  <jats:p>Patient safety science subject matter can be successfully integrated into a formal course for third-year medical students, creating competent patient safety\u2013focused providers and change agents of the future. Incorporating CPPS\u2122 Certification into the curriculum provides a tangible, quantitative academic achievement while equipping students with critical knowledge to systematically improve healthcare quality and safety.<\/jats:p>\n               <\/jats:sec>","DOI":"10.1515\/jom-2023-0248","type":"journal-article","created":{"date-parts":[[2025,5,22]],"date-time":"2025-05-22T02:25:39Z","timestamp":1747880739000},"page":"477-484","source":"Crossref","is-referenced-by-count":0,"title":["Incorporating the Certified Professional in Patient Safety credential into undergraduate medical curriculum: assessment and lessons learned"],"prefix":"10.1515","volume":"125","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8850-6329","authenticated-orcid":false,"given":"Lillee","family":"Gelinas","sequence":"first","affiliation":[{"name":"Associate Professor and Patient Safety Section Director, Department of Medical Education and Health System Science, Texas College of Osteopathic Medicine , University of North Texas Health Science Center , Fort Worth , TX , USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6953-0534","authenticated-orcid":false,"given":"Amany K.","family":"Hassan","sequence":"additional","affiliation":[{"name":"Department of Medical Education and Health System Science, Texas College of Osteopathic Medicine , University of North Texas Health Science Center , Fort Worth , TX , USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1950-6955","authenticated-orcid":false,"given":"Janet","family":"Lieto","sequence":"additional","affiliation":[{"name":"Department of Medical Education and Health System Science, Texas College of Osteopathic Medicine , University of North Texas Health Science Center , Fort Worth , TX , USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1766-5178","authenticated-orcid":false,"given":"Albert H.","family":"Yurvati","sequence":"additional","affiliation":[{"name":"Department of Medical Education and Health System Science, Texas College of Osteopathic Medicine , University of North Texas Health Science Center , Fort Worth , TX , USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"374","published-online":{"date-parts":[[2025,5,23]]},"reference":[{"key":"2025091909024741825_j_jom-2023-0248_ref_001","unstructured":"Institute of Medicine (US) Committee on Quality of Health Care in AmericaKohn, LT, Corrigan, JM, Donaldson, MS, editors. 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Patient Safety Education for undergraduate medical students: a systematic review. BMC Med Educ 2011;11. https:\/\/doi.org\/10.1186\/1472-6920-11-33.","DOI":"10.1186\/1472-6920-11-33"},{"key":"2025091909024741825_j_jom-2023-0248_ref_013","doi-asserted-by":"crossref","unstructured":"Howarth, SD, Fielden, SA, O\u2019Hara, JK. How do we educate medical students interprofessionally about patient safety? A scoping review. J\u00a0Interprof Care 2021;36:259\u201367. https:\/\/doi.org\/10.1080\/13561820.2021.1878116.","DOI":"10.1080\/13561820.2021.1878116"},{"key":"2025091909024741825_j_jom-2023-0248_ref_014","unstructured":"WHO patient safety curriculum guide for medical schools. World Health Organization; 1999. 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Chicago, IL: ACGME; 2020:1\u201329 pp. https:\/\/www.acgme.org\/globalassets\/pdfs\/milestones\/internalmedicinemilestones.pdf."}],"container-title":["Journal of Osteopathic Medicine"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.degruyterbrill.com\/document\/doi\/10.1515\/jom-2023-0248\/xml","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.degruyterbrill.com\/document\/doi\/10.1515\/jom-2023-0248\/pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,9,19]],"date-time":"2025-09-19T09:02:56Z","timestamp":1758272576000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.degruyterbrill.com\/document\/doi\/10.1515\/jom-2023-0248\/html"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,5,23]]},"references-count":16,"journal-issue":{"issue":"10","published-online":{"date-parts":[[2025,5,23]]},"published-print":{"date-parts":[[2025,9,22]]}},"alternative-id":["10.1515\/jom-2023-0248"],"URL":"https:\/\/doi.org\/10.1515\/jom-2023-0248","relation":{},"ISSN":["2702-3648"],"issn-type":[{"type":"electronic","value":"2702-3648"}],"subject":[],"published":{"date-parts":[[2025,5,23]]}}}