(1223) Safety Mindset With Transformational Learning: A Pediatric Critical Care Medicine Trainee Curriculum

Introduction: Patient safety, fundamental for high-quality care, is a core competency for medical trainees with no formal education for Pediatric critical care medicine (PCCM) fellows. Approaching patient safety with a mindset of: people as problem solvers, normalizing error and further optimizing leader response aids learning and system change. Using Transformational Learning (TL) theory, we aimed to teach safety science concepts to cultivate a safety differently mindset, but also to transform mindset and behavior in approach to safety event reviews.

Methods: Curriculum design used a 10 stage TL educational theory, focused on fundamental shifts in an individual's worldview. With the tools learners use reflection and discourse to evaluate information, skills, roles and perspectives to facilitate reflection on experiences self-critically. Allowing to construe meaning freely of an event and transform perspectives for adaptability of attitude and change in behavior. We held five hybrid one hour sessions: 3.5 didactic, 1.5 interactive with a jeopardy and escape room activity. Supplements were mock root cause analysis (RCA) and optional real RCA. Theoretical and practical safety concepts were taught along with exercises to assist in transforming to a safety differently mindset.

Results: Twenty-one fellows enrolled. Pre-session jeopardy assessed cognitive (safety concepts) and affective (safety mindset) baseline. Final escape room activity assessed knowledge and behavioral incorporation of concepts in safety events. Organization, content and environment of learning were evaluated each session. Solicited and unsolicited feedback revealed learning was greatly augmented, and concept application to real life events. Providing subjective assessment of transformation in safety event analysis, and adoption of a safety mindset. Final evaluations compared pre and post session assessments (out of 5): comfort in safety event analysis 3.08 to 4; comfort in RCA participation 2.83 to 3.75. Team building, challenge level, and self-assessement of safety event approach with a safety differently mindset, scored 5.

Conclusions: Opportunity exists to educate trainees in safety science. By implementing TL concepts in curricula design, it is achievable to affect perspective and behavior towards a safety differently mindset.