Last modified: 23 Jul 2024 10:43
Patient safety is a major focus of healthcare education, and Human Factors (HF) is recognised by regulators as offering a practical framework for developing safety competencies. Current healthcare HF understanding is poor and there is a recognised learning gap for clinical educators. This does not only apply to those directly involved in teaching patient safety, but to all clinical educators who must ensure that patient, staff and learner safety is not compromised as a result of their teaching. This course offers a practical introduction to applying HF in clinical education settings.
| Study Type | Postgraduate | Level | 5 |
|---|---|---|---|
| Term | Second Term | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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This course will introduce students to the core Human Factors principles of systems thinking and user-centred design. There will be a specific focus on the application of Human Factors frameworks, methods and tools (such as task analysis and human reliability assessment) to real-life problems, including procedure design, incident reporting, openness and learning. Students will also explore how education training and activities and programmes can also be viewed as sociotechnical systems. Applying the same Human Factors principles and practice can ensure safety of all system stakeholders, including learners and the patients and staff involved in the delivery of the learner experience.
This course has been designed to allow a flexible approach to learning and is largely self-directed, although there are some timetabled sessions to ensure that students develop the competencies necessary to complete the assessment. Students will undertake a critical study of the underpinning theory and evidence base that supports Human Factors as an approach for improving systems outcomes, including both patient and learner safety. Students will have the support of a dedicated supervisor who is a Chartered Human Factors specialist and a scientific adviser to NHS Education for Scotland’s national Human Factors education programme.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 41 | Feedback Weeks | 44 | |
| Feedback |
Individual written feedback will be provided. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Discuss the role and application of Human Factors/ergonomics principles to optimising system performance across the healthcare sector, taking into account workforce, patient and learner capabilities. |
| Procedural | Evaluate | Appraise existing tasks, activities and environments and conclude which are high-risk (or have the potential to be so). |
| Reflection | Create | Create an enhanced clinical education activity for a specified group of learners, drawing on the theoretical and practice bases for healthcare systems analysis, re-design and/or development. |
| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | 32 | Feedback Weeks | 34 | |
| Feedback |
Task analysis will form part of the summative systems analysis in the final assessment. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Discuss the role and application of Human Factors/ergonomics principles to optimising system performance across the healthcare sector, taking into account workforce, patient and learner capabilities. |
| Procedural | Evaluate | Appraise existing tasks, activities and environments and conclude which are high-risk (or have the potential to be so). |
| Reflection | Create | Create an enhanced clinical education activity for a specified group of learners, drawing on the theoretical and practice bases for healthcare systems analysis, re-design and/or development. |
| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | 31 | Feedback Weeks | 33 | |
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Discuss the role and application of Human Factors/ergonomics principles to optimising system performance across the healthcare sector, taking into account workforce, patient and learner capabilities. |
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 48 | Feedback Weeks | 51 | |
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Reflection | Create | Create an enhanced clinical education activity for a specified group of learners, drawing on the theoretical and practice bases for healthcare systems analysis, re-design and/or development. |
| Procedural | Evaluate | Appraise existing tasks, activities and environments and conclude which are high-risk (or have the potential to be so). |
| Conceptual | Understand | Discuss the role and application of Human Factors/ergonomics principles to optimising system performance across the healthcare sector, taking into account workforce, patient and learner capabilities. |
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