Recommendations for educators and innovators to support Patient TIPS programme development
| Programme component | Recommendation | Source |
|---|---|---|
| Preparation | Engage with local Patient and Family Advisory Council to solicit programme volunteers | AE |
| Plan for possible illnesses which may preclude P/F participation (overrecruit) and include back-up P/F candidates in schedule | DW, AE | |
| Consider baseline survey or FG with clinicians and P/F to elicit hopes and concerns regarding collaborative learning and attitudes about medical error and patient safety | AE, FG, SR | |
| Provide OS including principles of collaborative learning | FG, OS, DW | |
| Share participant list with P/F and clinicians before training to avoid any problematic pre-existing relationships | AE, FG, OS | |
| Consider sharing cases with P/F ahead of time to avoid potential emotional trauma from errors similar to personal experiences | AE, OS, DW | |
| Adapt curriculum to specific needs of P/F, and local institution and staff | AE, FG, OS DW, SR | |
| Involve P/F in design of curriculum and evaluation strategy | FG, OS, DW | |
| Facilitation | Pay attention to seating and potential effects on discussion dynamics | FG, OS, DW, SR |
| Create a safe learning environment | FG, OS, DW, SR | |
| Suspend traditional hierarchies to encourage collaborative learning | FG, OS, DW, SR | |
| Welcome different perspectives | FG, OS, DW, SR | |
| Help avoid medical jargon | FG, OS, DW, SR | |
| Normalize an ‘emotional time out’ if any participant needs to leave the room | AE, OS, DW | |
| Acknowledge medical culture's reluctance to show fallibility, and P/F desire for ‘humanness’ | FG, SR | |
| Institutional support | Ensure commitment to ‘just culture’45 through a non-punitive approach to human error | AE, SR |
| Promote P/F-centred education | AE, DW, SR | |
| Offer opportunities for clinicians to participate in learning (time and finance) | AE, SR | |
| As educators adapt programme methods for local culture, encourage study of varying methodologies to enrich guided approaches to integrate P/F into safety education | AE | |
| Create opportunities and support for clinicians to put learned lessons into practice | AE, DW, SR | |
| Encourage medical error disclosure and coaching support | AE, DW, SR |
AE, authors’ experiences; DW, experiences during the educational intervention reflected in debriefings after workshops; FG, focus groups; OS, orientation sessions; P/F, patients/families; SR, survey results; Patient TIPS, Patient-Teachers in Patient Safety.