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Transforming medical students' speaking-up behaviors in medical errors: The impact of simulation and personalized debriefing.

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Title: Transforming medical students' speaking-up behaviors in medical errors: The impact of simulation and personalized debriefing.
Authors: Tsai, Hung-Wei1, Issenberg, S. Barry2, Chen, Yi-Chun1,3, Kang, Enoch Yi-No4,5,6, Chen, Hui-Wen7 m513102001@gmail.com, Wu, Jen-Chieh1,3 lendiswu@tmu.edu.tw
Source: Medical Teacher. Jun2025, Vol. 47 Issue 6, p963-969. 7p.
Subject Terms: *Communicative competence, *Medical education, *Phonological awareness, *Teaching, *Simulation methods in education, *Pre-tests & post-tests, *Research methodology, *Psychology of medical students, *Communication education, *Learning strategies, *Verbal behavior, Medical errors, Patient safety, Randomized controlled trials, Descriptive statistics, Social support, Facial expression
Geographic Terms: Taiwan
Abstract: Introduction: Sharing mental models is essential for high-performance teams, and speaking up is key for exchanging critical insights, especially during medical errors. Understanding how health providers and trainees voice their concerns is crucial for improving speaking-up behavior. This study aims to fill a gap in the literature by examining how medical students speak up when they encounter medical errors and assessing the impact of training on their speaking-up patterns. Method: A quasi-experimental study involving 146 students, who were divided into two groups, was conducted in Northern Taiwan. One group of students encountered life-threatening scenario before intervention, followed by a faculty-led personalized debriefing session, then a non-life-threatening scenario after the intervention. Another group of students underwent these sessions in the reverse order. Students' Speaking-up patterns, including expression style, form and attitude, and their speaking-up confidence were assessed at pre- and post-intervention scenarios. Results: During pre-intervention scenario, in expression style, 50 students (34.5%) addressed their concerns to medical errors with direct expression and 14 students (9.7%) utilized indirect hint to express their concerns. In expression form, 31 students (21.4%) addressed their concerns to medical errors with affirmative sentences and 33 students (22.8%) asked questions to express their concerns. In speaking-up attitude, 47 students (32.4%) used unoffensive words, while 17 students (11.7%) used offensive words. After intervention, significantly change of speaking-up styles, forms, and attitude were observed along with their speaking-up confidence (p < 0.001). Discussion: Medical students are inclined to speak up in the event of medical errors using more direct expression and affirmative sentences, along with increased speaking-up confidence after simulation scenario learning and faculty-led personalized debriefing. Healthcare educators can focus more on discussing with students the advantages and disadvantages of various approaches of speaking-up in medical errors, helping them to develop effective speaking-up behaviors in a variety of medical contexts. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Transforming medical students&#39; speaking-up behaviors in medical errors: The impact of simulation and personalized debriefing.
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Tsai%2C+Hung-Wei%22&quot;&gt;Tsai, Hung-Wei&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Issenberg%2C+S%2E+Barry%22&quot;&gt;Issenberg, S. Barry&lt;/searchLink&gt;&lt;relatesTo&gt;2&lt;/relatesTo&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Chen%2C+Yi-Chun%22&quot;&gt;Chen, Yi-Chun&lt;/searchLink&gt;&lt;relatesTo&gt;1,3&lt;/relatesTo&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Kang%2C+Enoch+Yi-No%22&quot;&gt;Kang, Enoch Yi-No&lt;/searchLink&gt;&lt;relatesTo&gt;4,5,6&lt;/relatesTo&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Chen%2C+Hui-Wen%22&quot;&gt;Chen, Hui-Wen&lt;/searchLink&gt;&lt;relatesTo&gt;7&lt;/relatesTo&gt;&lt;i&gt; m513102001@gmail.com&lt;/i&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Wu%2C+Jen-Chieh%22&quot;&gt;Wu, Jen-Chieh&lt;/searchLink&gt;&lt;relatesTo&gt;1,3&lt;/relatesTo&gt;&lt;i&gt; lendiswu@tmu.edu.tw&lt;/i&gt;
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Medical+Teacher%22&quot;&gt;Medical Teacher&lt;/searchLink&gt;. Jun2025, Vol. 47 Issue 6, p963-969. 7p.
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  Data: Introduction: Sharing mental models is essential for high-performance teams, and speaking up is key for exchanging critical insights, especially during medical errors. Understanding how health providers and trainees voice their concerns is crucial for improving speaking-up behavior. This study aims to fill a gap in the literature by examining how medical students speak up when they encounter medical errors and assessing the impact of training on their speaking-up patterns. Method: A quasi-experimental study involving 146 students, who were divided into two groups, was conducted in Northern Taiwan. One group of students encountered life-threatening scenario before intervention, followed by a faculty-led personalized debriefing session, then a non-life-threatening scenario after the intervention. Another group of students underwent these sessions in the reverse order. Students&#39; Speaking-up patterns, including expression style, form and attitude, and their speaking-up confidence were assessed at pre- and post-intervention scenarios. Results: During pre-intervention scenario, in expression style, 50 students (34.5%) addressed their concerns to medical errors with direct expression and 14 students (9.7%) utilized indirect hint to express their concerns. In expression form, 31 students (21.4%) addressed their concerns to medical errors with affirmative sentences and 33 students (22.8%) asked questions to express their concerns. In speaking-up attitude, 47 students (32.4%) used unoffensive words, while 17 students (11.7%) used offensive words. After intervention, significantly change of speaking-up styles, forms, and attitude were observed along with their speaking-up confidence (p &lt; 0.001). Discussion: Medical students are inclined to speak up in the event of medical errors using more direct expression and affirmative sentences, along with increased speaking-up confidence after simulation scenario learning and faculty-led personalized debriefing. Healthcare educators can focus more on discussing with students the advantages and disadvantages of various approaches of speaking-up in medical errors, helping them to develop effective speaking-up behaviors in a variety of medical contexts. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Medical Teacher is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/0142159X.2024.2390039
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        Text: English
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        PageCount: 7
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      – SubjectFull: Communicative competence
        Type: general
      – SubjectFull: Medical education
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      – SubjectFull: Phonological awareness
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      – SubjectFull: Teaching
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      – SubjectFull: Simulation methods in education
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      – SubjectFull: Psychology of medical students
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      – SubjectFull: Learning strategies
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      – SubjectFull: Verbal behavior
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      – SubjectFull: Medical errors
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      – SubjectFull: Patient safety
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      – SubjectFull: Randomized controlled trials
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      – SubjectFull: Taiwan
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              Text: Jun2025
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