{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T16:37:41Z","timestamp":1787071061392,"version":"build-2736575974"},"reference-count":16,"publisher":"Ovid Technologies (Wolters Kluwer Health)","issue":"2","content-domain":{"domain":["lww.com","ovid.com"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2019,4]]},"abstract":"<jats:sec>\n                    <jats:title>Background:<\/jats:title>\n                    <jats:p>Medical schools\u2019 curricula face increasing number of must to add-on components. Although the World Health Organization has emphasized integrating teaching patient safety and quality improvement in medical curricula, only few medical schools have responded and included these topics in their curricula.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective:<\/jats:title>\n                    <jats:p>This article aimed to describe the process of foundation and integration of patient safety module led by academic anaesthesiology department at King Abdulaziz\u2019s Faculty of Medicine. It also describes the main achievements and the most important challenges faced during implementation of this module during the last 5 academic years to guide other aspiring academic anaesthesiology departments in other medical schools for them to replicate the success.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods and Subjects:<\/jats:title>\n                    <jats:p>\n                      Patient safety module was designed to be interprofessional and multidisciplinary module that depends on evidence-based approach to patient safety. It was offered during the 6\n                      <jats:sup>th<\/jats:sup>\n                      year medical study started in 2011\u20132012 as part of an integrated, hybrid, system-based curriculum at King Abdulaziz\u2019s Faculty of Medicine. The mode was delivered through interactive lecture (15% of the module contact hours), e-learning (15%), and practical sessions (70%). Student\u2019s assessment during the module included written exams and presentation of a patient safety advocacy project on group base.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results:<\/jats:title>\n                    <jats:p>The module committee continuously assessed the outcome measures of the module that included results of student\u2019s assessment, student\u2019s satisfaction, as well as student\u2019s self-reported learning of the module outcome. The module committee continuously revised the module in the light of these outcomes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion:<\/jats:title>\n                    <jats:p>Today medical school curricula aspire to graduate market-place ready safe and efficient future physicians. This requires implementation of effective programs that help students to recognize and show appropriate clinical and patient safety skills early and continuously in their professional education.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.4103\/sja.sja_586_18","type":"journal-article","created":{"date-parts":[[2023,4,24]],"date-time":"2023-04-24T06:40:34Z","timestamp":1682318434000},"page":"112-118","update-policy":"https:\/\/doi.org\/10.1097\/lww.0000000000001000","source":"Crossref","is-referenced-by-count":3,"title":["Role of academic anesthesiology department in introducing patient safety module into medical school curriculum: 5 years-experience at King Abdulaziz University, Saudi Arabia"],"prefix":"10.4103","volume":"13","author":[{"given":"Abeer A.","family":"Arab","sequence":"first","affiliation":[{"name":"Department of Anesthesia and Critical Care, Clinical Skills and Simulation Center (CSSC), Faculty of Medicine, King Abdulaziz University Hospital, Jeddah, Saudi Arabia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"276","reference":[{"key":"R1-20250925","doi-asserted-by":"crossref","first-page":"785","DOI":"10.1136\/bmj.320.7237.785","article-title":"Anaesthesiology as a model for patient safety in healthcare","volume":"320","author":"Gaba","year":"2000","journal-title":"BMJ"},{"key":"R2-20250925","doi-asserted-by":"crossref","first-page":"291","DOI":"10.1016\/j.bpa.2011.02.011","article-title":"Helsinki Declaration on patient safety in anaesthesiology: Putting words into practice - experience in Germany","volume":"25","author":"Schleppers","year":"2011","journal-title":"Best Pract Res Clin Anaesthesiol"},{"key":"R3-20250925","doi-asserted-by":"crossref","first-page":"833","DOI":"10.1046\/j.1365-2044.2003.03396.x","article-title":"Patient safety and quality: Can anaesthetists play a greater role?","volume":"58","author":"Jorm","year":"2003","journal-title":"Anesthesia"},{"issue":"6 Suppl 1","key":"R4-20250925","doi-asserted-by":"crossref","first-page":"S124","DOI":"10.1197\/jamia.M1243","article-title":"A guide for developing patient safety curricula for undergraduate medical education","volume":"9","author":"Holmes","year":"2002","journal-title":"J Am Med Inform Assoc"},{"key":"R6-20250925","doi-asserted-by":"crossref","first-page":"271","DOI":"10.1177\/1062860608317763","article-title":"Planning and implementing a systems-based patient safety curriculum in medical education","volume":"23","author":"Thompson","year":"2008","journal-title":"Am J Med Qual"},{"key":"R8-20250925","first-page":"542","article-title":"The WHO patient safety curriculum guide for medical schools","volume":"19","author":"Walton","year":"2010","journal-title":"Qual Saf Health Care"},{"key":"R9-20250925","doi-asserted-by":"crossref","first-page":"659","DOI":"10.1016\/j.jsurg.2012.04.012","article-title":"The patient safety curriculum for undergraduate medical students as a first step toward improving patient safety","volume":"69","author":"Myung","year":"2012","journal-title":"J Surg Educ"},{"key":"R10-20250925","doi-asserted-by":"crossref","first-page":"1677","DOI":"10.1097\/ACM.0b013e3181bfa080","article-title":"Methodological rigor of quality improvement curricula for physician trainees: A systematic review and recommendations for change","volume":"84","author":"Windish","year":"2009","journal-title":"Acad Med"},{"key":"R11-20250925","doi-asserted-by":"crossref","first-page":"33","DOI":"10.1186\/1472-6920-11-33","article-title":"Patient safety education for undergraduate medical students: A systematic review","volume":"11","author":"Nie","year":"2011","journal-title":"BMC Med Educ"},{"key":"R14-20250925","doi-asserted-by":"crossref","first-page":"52","DOI":"10.1080\/10401330802574090","article-title":"Telluride interdisciplinary roundtable. 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