Medical Error: Using Storytelling and Reflection to Impact Error Response Factors in Family Medicine Residents

Sherry Adkins; Rahaf Alta'any; Kewaljit Brar; Humaira Kauser; Savannah Hughbanks; Kelly Rabah; Stacy Flowers

doi:10.1177/23821205241272358

Medical Error: Using Storytelling and Reflection to Impact Error Response Factors in Family Medicine Residents

J Med Educ Curric Dev. 2024 Aug 14:11:23821205241272358. doi: 10.1177/23821205241272358. eCollection 2024 Jan-Dec.

Authors

Sherry Adkins¹, Rahaf Alta'any¹, Kewaljit Brar¹, Humaira Kauser¹, Savannah Hughbanks², Kelly Rabah³, Stacy Flowers⁴

Affiliations

¹ Rural Family Medicine Residency, Wright State University, Greenville, OH, USA.
² School of Professional Psychology, Wright State University, Dayton, OH, USA.
³ Department of Faculty Affairs, Wright State University Boonshoft School of Medicine, Dayton, OH, USA.
⁴ Family Medicine Residency, Wright State University, Dayton, Ohio, USA.

Abstract

I am a healer, yet sometimes I do more harm than good…David Hilfiker, 1984.

Objectives: Medical error is common and significantly impacts patients, physicians, learners, and public perception of the medical system; however, residents receive little formal training on this topic. Research on error response in practicing physicians is limited, and even more so on medical education interventions to improve this. This study evaluates a curriculum developed to foster the sharing of faculty medical error stories, practice of constructive coping strategies, and growth in resident confidence in managing error.

Methods: Researchers identified factors related to effective physician error management and recovery to develop a targeted intervention for family medicine residents. The intervention consisted of three one hour didactic sessions in a medium-sized midwestern, urban family medicine residency program over the course of 6 months. Instructional methods included guided reflection after mentor storytelling, small group discussion, role play, and self-reflection.

Results: Of the 30 residents, 22 (73%) completed the preintervention survey, and 15 (50%) completed the postintervention survey. While most residents reported having experienced error (55%), fewer than half of the residents reported they knew what to do when faced with medical errors (46%). This increased to 93% after intervention. Personal error stories from mentors were the most desired type of training reported by residents preintervention, but this was surpassed by legal and malpractice concerns in the postintervention survey. Rates of reported error story sharing increased after the intervention. Residents reported self-efficacy (I can be honest about errors) and self-awareness (I acknowledge when I am at increased risk for error) also increased with intervention. However, these changes did not reach statistical significance.

Conclusions: Family medicine residents are receptive to learning from peers and mentors about error management and recovery. A brief intervention can impact the culture around disclosure and support. Future research should focus on the impact of targeted interventions on patient-oriented outcomes related to medical error.

Keywords: curriculum; medical error; psychological adaptation; storytelling.