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J Educ Eval Health Prof > Epub ahead of print
J Educ Eval Health Prof. 2017; 14: 35.
Published online December 28, 2017.
DOI: https://doi.org/10.3352/jeehp.2017.14.35
[Epub ahead of print]
Qualitative case study of strength, weakness, opportunity, and threat analysis of integrating World Health Organization patient safety curriculum in undergraduate medical education in Pakistan
Samreen Misbah1  , Usman Mahboob2 
1Department of Community Medicine, Army Medical College, Rawalpindi, Pakistan
2Institutes of Health Professions Education and Research (IHPER), Khyber Medical University, Peshawar, Pakistan
Correspondence  Samreen Misbah ,Email: samreen.misbah@hotmail.com
Editor:  Sun Huh, Hallym University, Korea
Submitted: November 27, 2017  Accepted after revision: December 28, 2017
Abstract
Purpose:
The purpose of this study was to explore the strengths, weaknesses, opportunities, and threats of integrating the World Health Organization (WHO) patient safety curriculum in medical education in Pakistan.
Method:
A qualitative interpretive case study was done at Riphah International University, Islamabad, from October 2016 to June 2017. The study included nine faculty members and one expert on patient safety. The interviews were audio-taped, and a thematic analysis of transcript was done using NVivo software.
Results:
Four themes were derived based on the need analysis model. Sub-themes derived from collected data were arranged under the themes of strengths, weaknesses, opportunities and threats. Strengths identified were the need of the formal patient safety curriculum and its early commencement. Weaknesses were the faculty awareness and participation in development programs. Opportunities were an ongoing effort for appropriate curriculum, improvement in current culture of healthcare, and using WHO curricular resource guide. Threats were patient safety in Pakistani culture, resistance from different levels for implementation and role of higher authorities.
Conclusion:
The patient safety theme needs to be incorporated early into the formal medical education curriculum, with the main reason of doing no harm and a mistake as an opportunity to learn. Faculty development activities need to be organized, and the faculty needs to be encouraged to participate in them. Lack of patient safety culture is the reason for resistance at many levels. The curriculum amended according to culture can be implemented appropriately with support from the regulatory bodies.
Keywords: Curriculum, Education, Medical, Pakistan, Patient safety.
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