Last modified: 31 Jul 2023 11:19
Doctors in training must engage with safety and quality. Human Factors is a person-centred safety science exploring how individuals interact with work systems. It is recognised by the GMC (and other regulators) as offering a practical framework for developing safety competencies. This course offers an introduction to systems-thinking as well as a ‘Human Factors toolkit.’ UK workforce planning includes roles with a specific safety focus. This course would suit anyone with an interest in this as a possible career option, or those with a general interest in safety and quality.
| Study Type | Undergraduate | Level | 3 |
|---|---|---|---|
| Session | First Sub Session | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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‘Patient safety’ features prominently in all health care curricula – indeed the GMC ‘Outcomes for Graduates’ situates it as both a value and a skill. This focus is essentially a response to the patient safety ‘movement’ that arose as a response to landmark events of the last thirty years or so, such as those occurring at Mid-Staffs. Results of this movement have been mixed, and the reasons for this are complex. However, it is broadly acknowledged that Human Factors, as a person-centred safety science, has much to offer when it comes to supporting students (and health care practitioners) in developing practical safety skills and competencies. It is also recognised that this needs to extend beyond the current (and limited) understanding of the non-technical skills aspects of Human Factors. While the Outcomes document specifically includes Human Factors and systems thinking, there is an educational gap that needs to be addressed. National frameworks and strategies (including the new AoMRC Patient Safety Syllabus, which will apply to the FY curriculum) recognise the need for practitioners at all levels to develop a basic understanding of Human Factors. It is further envisaged that those practitioners with an interest will go on to develop greater expertise in this area, perhaps even gaining professional recognition as health and care Human Factors specialists. To directly reflect this professional development, the (institute?) Patient Safety Strategy is providing safety education at multiple levels: the basics are covered for all students in the core curriculum, but additional options are being offered within student selected components for those who have a particular interest in this as a potential career option.
The course content will provide a thorough introduction to the core Human Factors principles of systems thinking and user-centred design. Students will have the opportunity to apply Human Factors frameworks, methods and tools (such as task analysis and human reliability assessment) to practical real-life problems. There will also be an opportunity to learn how systems-thinking principles can underpin better procedure design, as well as incident reporting and learning.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 18 | Feedback Weeks | ||
| Feedback |
Individual written feedback will be provided. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Demonstrate understanding of the theoretical and practice bases for healthcare systems analysis, re-design and/or development. |
| Conceptual | Understand | Demonstrate understanding of the role and application of Human Factors/ergonomics principles to optimising system performance across the healthcare sector. |
| Procedural | Evaluate | Demonstrate the ability to identify potential and existing high-risk tasks, activities, and environments. |
| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
To be worked on during practical sessions and to be submitted to dropbox by the end of week 9. Video feedback will provided. 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 | Demonstrate understanding of the theoretical and practice bases for healthcare systems analysis, re-design and/or development. |
| Conceptual | Understand | Demonstrate understanding of the role and application of Human Factors/ergonomics principles to optimising system performance across the healthcare sector. |
| Procedural | Evaluate | Demonstrate the ability to identify potential and existing high-risk tasks, activities, and environments. |
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Demonstrate understanding of the role and application of Human Factors/ergonomics principles to optimising system performance across the healthcare sector. |
| Procedural | Evaluate | Demonstrate the ability to identify potential and existing high-risk tasks, activities, and environments. |
| Conceptual | Understand | Demonstrate understanding of the theoretical and practice bases for healthcare systems analysis, re-design and/or development. |
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