Designing and validating an interprofessional module on patient safety in India centred on International Patient Safety Goals

Designing and validating an interprofessional module on patient safety in India centred on International Patient Safety Goals | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Designing and validating an interprofessional module on patient safety in India centred on International Patient Safety Goals Monica Gupta, Anand Ramakrishana, Lulu Sherif Mahmood, Mustafa Ranapurwala, and 7 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4366746/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 4 You are reading this latest preprint version Abstract Background According to the WHO, Patient Safety (PS) is a global health priority and is a fundamental component for Universal Health Coverage. The Global Patient Safety Collaborative (2018) has emphasised building competent, skilled, and compassionate health workforce through interprofessional (IP) education and training in PS. The curriculum of Health Professions Education (HPE) in most disciplines, in India, does not include a structured component on PS. The International Patient Safety Goals (IPSG) were developed in 2006 by the Joint Commission International (JCI). IPSG help hospitals address specific areas of concern in some of the most problematic areas of PS. The study proposes a validated IP module on PS and its integration in the health professions curriculum in India, based on IPSG as mentioned in the Indian Nursing Curriculum. Method The module was designed based on Kern’s 6 steps of curriculum development and 12 strategies recommended by El-Awaisi et al and finalised through 5 rounds of focus group discussions with a proposed plan to run over 2 weeks, without interrupting the planned schedule of internship. Twelve IP experts from Medical, Nursing and Physiotherapy professions participated in the content validation through Delphi technique. The module will be implemented and evaluated in the subsequent academic year at Bhaikaka University and reported, post-implementation. This is an educational, interventional, mixed method study using descriptive analysis for quantitative data and qualitative analysis for reflections and feedback from learners and faculty. Discussion The study resulted in a validated, compact, contextual IP module on PS which is replicable. There was consensus on all 7 proposed competencies, 22 specific learning objectives, teaching-learning methods and assessment methodology through Delphi Technique, with a content validity ratio of 0.78 for each item. The module addresses a felt gap in the Indian HPE by incorporating core IP competencies and critical PS concerns, inclusive of medication safety, health care-associated infections and unsafe surgeries. In the long run, it will lead to reduced adverse events, better patient outcomes and therefore, health improvement. at Bhaikaka University and other institutions. In agreement with Wu et al we recommend that PS be included as a basic science for HPE. Health Professions Education in Patient Safety Interprofessional Education on Patient Safety Patient Safety Education in India International Patient Safety Goals Figures Figure 1 Background The risk of a patient dying due to a preventable medical accident is estimated to be one in 300 globally as compared to one in 3 million of a person dying while travelling by an aeroplane. 1 In low-to-middle income countries(LMIC), as many as four in 100 people die from unsafe care. 2 The World Health Organization (WHO) recognizes patient harm as a top ten cause of death and disability, with 134 million adverse events occurring annually in LMIC hospitals. 1 The common sources of patient harm are: medication errors (one out of every 30 patients in health care), health care-associated infections (10% prevalence in low- and middle-income countries), and unsafe surgical care (in up to 25% cases). 1, 3 In 2019, the WHO in its resolution (WHA 72.6) declared Patient Safety (PS) a global health priority, emphasizing it as a fundamental component for Universal Health Coverage. 1 The Global Patient Safety Collaborative (2018) has emphasised on education and training through interprofessional education (IPE) and training in patient safety as one of the three key areas. Current evidence favours teaching-learning patient safety with an IPE approach. 4 The WHO and various professional bodies such as the Institute of Medicine (US), Canadian Patient Safety Institute (Canada), General Medical Council (UK) have proposed patient safety competencies to provide a framework for training healthcare professionals and ensure that PS finds a place in the health professions curricula. 5 , 6 , 7 , 8 Despite the importance of education and training on patient safety, most Health Professions Education (HPE) curricula in India lack structured patient safety courses. While the Ministry of Health and Family Welfare established a National Patient Safety Implementation Framework (NPSIF) in 2018, its inclusion in existing curricula of Health Professions Education (HPE) in most disciplines in India remains limited. 9 National Medical Commission(NMC), the regulator for undergraduate medical education in India, has shifted the MBBS curriculum from traditional to Competency Based Medical Education (CBME) in 2019. 10 Though few competencies relevant to patient safety are listed in MBBS curriculum, the regulator has not published guidance on implementation of a course on Patient Safety and Quality (PSQ) on lines similar to the course on Attitude, Ethics and Communication (AETCOM). In the B.Sc. Nursing curriculum stipulated by the Indian Nursing Council, seven patient safety goals have been stated. 11 In the absence of a central council for Physiotherapy in India, a similar document is not available for review. Therefore, we decided to design and validate a contextual interprofessional module of Patient Safety relevant to different healthcare professions at Bhaikaka University. Methods We assembled an interprofessional core team of faculty from within the university having expertise in Health Profession Education and Quality Improvement (Table 1 ) to ensure pedagogical expertise and content validity of the proposed IPE module. Each of these faculty brought experience of more than fifteen years in their respective domains. Table 1 The Teams for IPE Module on IPSG Internal Core Group Members Expertise Dean, Medical College HPE Expert (Accreditation and Assessment) Principal, Physiotherapy College IPE Expert (Accreditation) Professor, Nursing College HPE Expert Associate Dean of Academic Excellence and HoD, Pathology Quality Improvement and Accreditation Professor of Pathology, Medical College Quality Improvement and Accreditation Professor of HPE, University HPE (Accreditation and Assessment) Roles and Responsibilities • Think tank for content and feasibility. • Decision making in context of implementation. • Guidance on project design, implementation, and evaluation Internal Subcommittee for Module Design Members Expertise Associate Dean of Clinical Excellence and Accreditation Quality Improvement and Accreditation Professor of Pathology Quality Improvement and Accreditation Principal & Professor Physiotherapy IPE Expert (Accreditation) Professor Nursing HPE Expert Infection control Officer & Professor of Microbiology Quality Improvement and Accreditation Deputy Chief Nursing Officer Quality Improvement and Accreditation Team of External Experts for Content Validation Members Expertise Twelve Experts in patient safety and medical education from Medicine, Nursing and Physiotherapy Six experts are NABH assessors for more than a decade. Six experts are HPE experts with FAIMER fellowships for almost a decade. Roles and Responsibilities Content Validation of Competencies, SLOs, Teaching learning Methodology, Assessment Methods Team for Intended Module Delivery and Evaluation Faculty • Medicine • Nursing and Physiotherapy • Deputy CNO Facilitators • Executives of Quality Team • Nursing in charges • Nursing Educators • Infection Control nurses Roles and Responsibilities Module delivery Data collection for evaluation of module Data Analysis for evaluation of module Heads of participating institutions • Dean, Medical College • Principal, Physiotherapy College • Principal, Nursing College • Chief Nursing Officer Roles and Responsibilities • Permission for project • Permission for resources • Administrative support for scheduling Administrative support for ensuring availability of nursing in charges and nurse educators IP Teams of learners Interns from •Pramukhswami Medical College, •School of Nursing and •KM Patel Institute of Physiotherapy at Bhaikaka University Study participants We followed Kern's six steps of curriculum development in medical education and the 12 strategies recommended by EL-Awaisi et al for development of the interprofessional module of Patient Safety (Fig. 1). 12 , 13 Following a series of brainstorming sessions, the team devised a two-week IPE module focused on International Patient Safety Goals (IPSGs) for interns in medicine, physiotherapy, and nursing . Problem Identification and General Needs Assessment Current Health Professions Education (HPE) curricula in India lack a standardized module for Patient Safety (PS). This deficiency persists despite the national shift towards Competency Based Medical Education (CBME) and global recognition of PS as a vital healthcare priority. This research project sought to address this gap by designing and validating a context-specific IPE module on PS at Bhaikaka University (BU). Targeted needs assessment The compartmentalized delivery of current HPE curricula presents a significant obstacle to the integrated introduction of patient safety education for students from the diverse disciplines. Ideally, this training ought to be delivered at a stage where students have developed a clear understanding of their roles, usually achieved through participation in communities of practice 14 . This typically occurs as they approach internship. Hence, the core team identified interns of medicine, nursing, and physiotherapy to be appropriate target learners. Developing Goals and Objectives The standards for Hospitals by National Accreditation Board of Hospitals and Health Care Organisation (NABH) mandates adaptation/adoption of the patient safety goals. 15 Hence, the core team decided to use International Patient Safety Goals (IPSGs),developed in 2006, to develop the IPE module on patient safety as IPSGs offer a framework for addressing critical patient safety concerns 16 . The core team incorporated IPSGs from the Indian Nursing Council curriculum. 11 The following IPSGs were included: Goal 1: Identify patients correctly. Goal 2: Improve effective communication. Goal 3: Improve the safety of High-alert medications. Goal 4: Ensure safe surgery and procedure. Goal 5: Reduce the risk of health care-associated infections. Goal 6: Reduce the risk of patient harm resulting from falls. Goal 7: Alarm Safety. Educational Strategies A subgroup of the core team finalized the module's competencies and Specific Learning Objectives (SLOs) based on IPSGs while incorporating core Interprofessional Education Collaborative (IPEC) competencies through five focus group discussions over fifteen days. The module was validated by the Delphi Technique in two phases. Twelve Subject matter experts in patient safety, health professions education, and interprofessional education from renowned institutions were invited to participate. Delphi validation rounds were conducted through Google Forms. The questionnaire asked them to: Rate the relevance, clarity, and comprehensiveness of the learning objectives and content for each IPSG Suggest revisions for improvement Recommend additional content areas if deemed necessary The responses from each round were anonymized and collated. Scores were assigned to each Delphi round item rating. Consensus percentage and Coefficient of Variation Ratio (CVR) were calculated for each item selection, with an acceptable CVR threshold of 0.78. 17 Each expert independently rated the proposed competencies and SLOs. In the first phase, the group validated competencies and SLOs, followed by teaching-learning methods(TLM) and assessment methods identified in the second phase. Two rounds each were conducted for competencies and SLOs, while one round for TLM and assessment methods. All the items (competencies and SLOs) were deemed essential by the team of external experts and had a content validity ratio of 0.78. The proposed modifications were assessed and incorporated, wherever relevant to the context and found feasible and recirculated for a consensus on inclusion. The results of the validation of competencies, SLOs and TLM are shown in Tables 2, 3 and 4 respectively. Table 2 Validation of Competencies Competency Round 1 Round 2 Number of Expert Responses Consensus (%) CVR Number of Expert Responses Consensus (%) (CVR) No Change required Needs modification Total No Change required Needs modification Total 1 9 3 12 75.00 0.50 11 1 12 91.67 0.83 2 12 0 12 100.0 1.00 12 0 12 100.0 1.00 3 11 1 12 91.67 0.83 12 0 12 100.0 1.00 4 11 2 12 91.67 0.67 11 1 12 91.67 0.83 5 10 2 12 83.33 0.67 11 1 12 91.67 0.83 6 10 2 12 83.33 0.67 11 1 12 91.67 0.83 7 11 1 12 91.67 0.85 12 0 12 100.00 1.00 Table 3 Validation of SLOs Round 1 Round - 2 SLO Number of Expert Responses Consensus (%) CVR Number of Expert Responses Consensus (%) (CVR) No Change Required Needs modification Total No Change Required Needs modification Total [SLO 1.1] 10 2 12 83.33% 0.67 11 0 11 100.00% 1.00 [SLO 1.2] 9 3 12 75.00% 0.50 11 0 11 100.00% 1.00 [SLO 1.3] 8 4 12 66.67% 0.33 11 0 11 100.00% 1.00 [SLO 2.1] 11 1 12 91.67% 0.83 10 1 11 90.91% 0.82 [SLO 2.2] 11 1 12 91.67% 0.83 11 0 11 100.00% 1.00 [SLO 2.3] 10 2 12 83.33% 0.67 11 0 11 100.00% 1.00 [SLO 2.4] 11 1 12 91.67% 0.83 11 0 11 100.00% 1.00 [SLO 3.1] 10 2 12 83.33% 0.67 11 0 11 100.00% 1.00 [SLO 3.2] 11 1 12 91.67% 0.83 11 0 11 100.00% 1.00 [SLO 3.3] 9 3 12 75.00% 0.50 11 0 11 100.00% 1.00 [SLO 3.4] 10 2 12 83.33% 0.67 11 0 11 100.00% 1.00 [SLO 4.1] 9 3 12 75.00% 0.50 10 1 11 90.91% 0.82 [SLO 5.1] 11 1 12 91.67% 0.83 11 0 11 100.00% 1.00 [SLO 5.2] 11 1 12 91.67% 0.83 10 1 11 90.91% 0.82 [SLO 5.3] 10 2 12 83.33% 0.67 10 1 11 90.91% 0.82 [SLO 6.1] 10 2 12 83.33% 0.67 11 0 11 100.00% 1.00 [SLO 6.2] 10 2 12 83.33% 0.67 11 0 11 100.00% 1.00 [SLO 6.3] 10 2 12 83.33% 0.67 11 0 11 100.00% 1.00 [SLO 7.1] 11 1 12 91.67% 0.83 11 0 11 100.00% 1.00 [SLO 7.2] 10 2 12 83.33% 0.67 10 1 11 90.91% 0.82 Table 4 Validation of Teaching-Learning Methods and Assessment TL and Formative Assessment Number of Expert Responses Percentage - Consensus CVR No Change Required Needs modification Total Competency 1 11 1 12 91.67% 0.83 Competency 2 11 1 12 91.67% 0.83 Competency 3 11 1 12 91.67% 0.83 Competency 4 11 1 12 91.67% 0.83 Competency 5 11 1 12 91.67% 0.83 Competency 6 11 1 12 91.67% 0.83 Competency 7 11 1 12 91.67% 0.83 Summative assessment 11 1 12 91.67% 0.83 The Delphi Technique facilitated the incorporation of diverse perspectives from external experts, ensuring the module's content is comprehensive and relevant for interprofessional interns. Module Development Once the competencies and SLOs, TLMs and assessment methods were validated by the experts, a two-week module was prepared. Ten location-based IP intern teams (three members each, one per profession) shall be formed and would include daily interactive sessions with faculty for each IPSG, including discussion, team-based activities (audits, case studies, role plays), and presentations. There shall be an additional hour for interaction among interns in the wards facilitated by nurse educators, staff of the office of Clinical Excellence and Accreditation, and infection control nurses. Formative assessment focusing on teamwork and communication shall be incorporated for each IPSG. The module would conclude with summative assessment, learner and teacher feedback, which will all be used for module evaluation. Table 5 provides an outline of the validated module inclusive of core IPEC competencies. Table 5 Matrix of the proposed module International Patient Safety Goal Competency SLOs Sessions TL Method Duration Formative Assessment Introduction to Patient Safety, IPSG and IPE. 1. The learner should be able to summarise the meaning of patient safety. 2. The learner should be able to explain the relationship between interprofessional practise and patient safety. Core IPEC 1. Interprofessional communication 2. Teamwork 3. Roles and Responsibilities 4. Ethics 1 Pre-test Ice-breaking Lecture, simulation (videos), Introduction to PS and Introduction to IPE Goal One: Identify patients correctly. Competency 1 - The learner should be able to identify patients correctly in different clinical settings. Core IPEC : 1. Interprofessional communication 2. Teamwork 3. Roles and Responsibilities 4. Ethics SLO 1.1 - The learner should be able to correctly list two patient identifiers that should be used for correct patient identification. Session − 1 Flipped Classroom + Videos 30 minutes Active medical records audits Audits by IP Teams SLO 1.2 - The learner should be able to discuss in detail the different clinical settings where patient identification must NOT be missed. SLO 1.3 - The learner should be able to discuss the impact of patient identification errors. Session − 2 Discussion of audit findings 30 minutes Goal Two: Improve effective communication. Competency 2 - The learner should be able to demonstrate ways to communicate critical patient care information to other members in health care team. Core IPEC: 1. Interprofessional communication 2. Values and Ethics SLO 2.1 - The learner should be able to ensure the intimation of critical alerts to the right person within the right timeframe. Session − 1 Interactive Games + Videos 60 minute Handover+ Cross references+ critical alert + Verbal Order Active Medical Records Audits by IP Teams SLO 2.2 - The learner should be able to demonstrate the key elements of written communication for effective hand over. SLO 2.3 - The learner should be able to demonstrate the correct procedure for providing and receiving verbal orders. SLO 2.4 - The learner should be able to demonstrate the key elements of written communication for cross references. Session-2 Discussion of audit findings 30 minutes Goal Three: Improve the safety of high-alert medications. Competency 3 - The learner should be to describe the procedure to safely order, dispense, administer and monitor high risk medications under supervision. Core IPEC 1. Teamwork 2. Interprofessional Communication 3. Roles/Responsibilities SLO 3.1 - The learner should be able to define what a high-risk medication is (including look-alike sound-alike drugs). Session-1 Flipped Classroom + Videos Review of documentation in wards Identification of Look-alike sound-alike medicines and their storage Pharmacy visits 60 minutes Medication (prescription, dispensing, administration and monitoring) audits SLO 3.2 - The learner should be able to explain the correct procedure for ordering, dispensing and administration of high-risk medications. SLO 3.3 - The learner should be able to describe the post-administration monitoring required for high-risk medication. SLO 3.4 - The learner should be able to describe the procedure for medication reconciliation at the various transition points in patient care. Session- 2 Discussion of audit findings 30 minutes Goal Four: Ensure safe surgery. Competency 4 - The learner should be able to demonstrate the ability to use verification processes to ensure that the right patient undergoes the right surgical and/or invasive procedure, at the right side and/or site, whenever required. Core IPEC: 1. Roles/Responsibilities 2. Teamwork SLO 4.1 - The learner should be able to recognize the potential risks associated with surgical procedures. Session-1 Videos + Interactive lecture 45 minutes Role Play preparation SLO 4.2 - The learner should be able to correctly demonstrate the key elements of the WHO Surgical Safety Checklist / Procedural checklist. Session-2 Role Play by students 30 minutes Goal Five: Reduce the risk of health care-associated infections. Competency 5 - The learner should be able to demonstrate the ability to minimize and prevent the risk of healthcare associated infections by following appropriate infection control practices Core IPEC: 1. Roles/Responsibilities 2. Values and Ethics SLO 5.1 - The learner should be able to describe the significance of HAIs in patient morbidity, mortality and healthcare costs and enlist various types of HAIs and their causes. Session-1 Interactive Lecture 45 minutes Demonstration SLO 5.2 - The learner should be able to apply standard precautions including hand hygiene, use of PPE in patient care and cough etiquette. SLO 5.3 - The learner should be able to demonstrate post exposure steps following accidental exposure to blood and body fluids and needle stick injuries. Session 2 Demonstration 45 minutes Goal Six: Reduce the risk of patient harm resulting from falls. Competency 6 - The learner should be able to demonstrate the ability to effectively reduce the risk/prevent of patient harm resulting from falls. Core IPEC: 1. Roles/Responsibilities SLO 6.1 - The learner should be able to correctly identify patients who are likely to be at a higher risk for falls. Session-1 Flipped Classroom 30 minutes Audit of fall risk assessment SLO 6.2 - The learner should be able to correctly identify situations when patients are at a higher risk of falls. SLO 6.3 - The learner should be able to describe the common measures for prevention of patient falls in different settings. Session-2 Discussion of fall risk assessment 30 minutes Goal Seven: Ensuring alarm safety. Competency 7 - The learners should be able to correctly identify the relevance of medical alarm system safety in ensuring patient safety. Core IPEC: 1. Communication 2. Roles/Responsibilities 3. Values and Ethics SLO 7.1 - The learner should be able to identify the most important alarm signals to manage based on hospital policy. Session- 1 Role Play 60 minutes SLO 7.2 - The learner should be able to demonstrate response, in a simulated environment, to an alarm appropriately. Assessment and Evaluation : Team-based assessment, individual assessment through post-test, Learner and Faculty Feedback, Reflections Implementation Considering internship calendars, May 2024 was chosen as the feasible delivery month due to internship durations in physiotherapy and nursing programs. The total module duration is approximately 12.5 hours of faculty interaction and a daily additional hour of interaction by interprofessional interns, in wards. The module will run over two weeks without disrupting routine internship schedules. Faculty from Medicine and Nursing shall be conducting the sessions and would be assisted by nurse educators, staff of the office of Clinical Excellence and Accreditation and infection control nurses. Pre- and post-tests (MCQs), learner and facilitator feedback, and participant reflections will be collected through Google Forms. The Revised Interprofessional Collaborative Competency Attainment Scale(ICCAS) will be used to assess core interprofessional competencies. 18 Evaluation and Feedback Evaluation shall focus on Kirkpatrick Evaluation Model Level II – knowledge, skills, and attitudes – assessed through formative and summative assessments. 19 Feedback and reflections will be used to assess perceived/anticipated changes in behaviour when interns begin practice. While not currently planned, assessing changes in organizational practices (Level IV of the Kirkpatrick Model) may be considered if the module is successfully implemented at Bhaikaka University in the long term. Details of the evaluation plan are provided in Table 5 . Discussion Outcomes: A validated interprofessional module on patient safety, with a focus on international patient safety goals, is ready to be delivered to the next batch of health professions (Medicine, Physiotherapy and Nursing) interns at Bhaikaka University, Gujarat, India, in 2024. Majority of the organisations teach Patient Safety uni-professionally. The existing literature on teaching patient safety interprofessionally is incredibly diverse; the interventions cover different patient safety topics, involve different professions at different stages of training, utilize different settings and teaching methods and have different ways of assessing students. 20 This module stands apart because it is interprofessional and while it covers key areas of concern in patient safety, it is compact and importantly, contextual. The module was designed contextually to sensitize interprofessional learners on critical aspects of patient safety- the International Patient Safety Goals. While designing the module the following constraints were borne in mind: The current educational landscape in India, where patient safety is not comprehensively would not be available. In the current busy academic schedule of different health professions curricula, it might be difficult to accommodate patient safety module. While internship schedules for various healthcare professions often involve clinical rotations across diverse locations, finding interprofessional internship opportunities where all interns are consistently placed at a single site might be limited. Limited resources in the context of faculty for teaching- learning activities and assessment. The teaching-learning activities and assessment and evaluation methodology, therefore, have been customised to what will work for Bhaikaka University with the constraints stated above. If the setting permits, the module could be scaled up, where trained faculty and time slots are available; more structured assessment methodologies like OSCE could be utilised for assessment. Our experience in delivering Programs of Implementation for Patient Safety and Quality to the hospital consultants, coupled with our internal PSQ sessions conducted with second year MBBS students, have helped us conclude that Patient Safety is best taught in a structured manner, with a good mix of uni-professional and interprofessional methodologies. Students of healthcare professions who view patient safety as a collaborative effort, would be better equipped to recognise and deal with unsafe cultures and hierarchies, which directly impact patient safety. Interprofessional patient safety education interventions are generally well received by students with knowledge and skill gain documented, and changes in student behaviour. 21 This module addresses a critical gap in patient safety education for HPE in India. Given the stakes, while acknowledging the challenges involved, we advocate for its inclusion as a new discipline for Health Professions education, as recommended by Wu et al. 22 A validated and replicable interprofessional module for education on PS for health professions graduates in India is presented here. This module, which is based on IPSG, defines specific competencies on the most problematic/critical areas of patient safety (inclusive of medication safety, health care-associated infections, unsafe surgeries, patient misidentification and patient falls) and incorporates core interprofessional competencies. Once implemented, the module is expected to ensure acquisition of knowledge and skills for the interprofessional learners. In the long run, it will lead to safe behaviours and reduced adverse events and better patient outcomes and therefore, health improvement. So far, no report is available from an Indian health professions institution regarding a structured interprofessional module on patient safety. The module design and subsequent evaluation shall be published and shared with the relevant professional bodies/councils and at academic fora. Given the internal support extended, we anticipate that the module would be institutionalized; other institutions would be inclined to adopt it. Given the current gap in patient safety education, this module will address a felt need in the Indian Health Professions Curriculum and shall eventually lead to improved health outcomes. Table of Abbreviations Abbreviation Full forms AETCOM Attitude, Ethics and Communication CBME Competency Based Medical Education CVR Coefficient of Variation Ratio HPE Health Professions Education ICCAS Interprofessional Collaborative Competency Attainment Scale IPE Inter Professional Education IPEC Interprofessional Education Collaborative IPSG International Patient Safety Goals LMIC Low-to-Middle Income Countries MCQs Multiple Choice Questions NABH National Accreditation Board of Hospitals and Health Care Organisation NMC National Medical Commission OSCE Objective Structured Clinical Examination PS Patient Safety PSQ Patient Safety and Quality SLOs Specific Learning Objectives TLMs Teaching-Learning Methods WHO World Health Organization Declarations Ethics approval and consent to participate: The current project was started after the approval from Institutional Ethics Committee. Informed Consent of the participants have been taken before the start of the project. Consent for publication: Not applicable. Availability of data and materials: The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request. The raw data file(excel sheet) has been added as a supplementary file. Competing interests: The authors declare that they have no competing interests. Funding: None. Authors' contributions: MG was involved with the conception, design, data acquisition, analysis and interpretation of data and writing up the manuscript. MR was involved with the design, data acquisition, analysis and interpretation of data and writing up the manuscript. AR served as a mentor (assigned by MAHE-FAIMER International Institute for Leadership in Interprofessional Education) and advisor providing inputs for the design and the critical revision of the manuscript. LSM served as a mentor (assigned by MAHE-FAIMER International Institute for Leadership in Interprofessional Education) and advisor providing inputs for the design and the critical revision of the manuscript. SS served as an advisor providing inputs for the design and the critical revision of the manuscript. SG served as an advisor providing inputs for the design and the critical revision of the manuscript. HvP served as an advisor providing inputs for the design and the critical revision of the manuscript. CM provided inputs for the design of the study. SJ provided inputs for the design of the study. HP provided inputs for the design of the study. SSS provided inputs for the design of the study. Acknowledgements This study was carried out as a project by the first author under her fellowship for MAHE-FAIMER International Institute for Leadership in Interprofessional Education. We are indebted to the group of experts who participated in the content validation of the module for their time and invaluable inputs, which have given me greater faith in the project - Dr. Vimal Kumar Govindan, Dr. Chinmay Shah, Dr. Nimesh Verma, Dr. Nitin Raithatha, Dr. Nirav Vaghela, Dr. Shweta Parikh, Dr. Latha Venkatesan, Ms. Beenamma Kurien, Dr. Christopher Sudhakar, Dr. Senthil Kumaran, Dr. Raksha Bhat Chandrashekhar, Dr. Sanjay Rathod and Dr. Amol Dongre, for your participation. Last but not the least, one would find it extremely challenging to envision or implement an interprofessional project, unless the milieu permitted it; I am truly grateful to Bhaikaka University for giving me the soil to sow the seeds of my imagination. References World Health Organization. Ten Facts on Patient Safety [Internet]. 2019 Aug 26 [cited 2024 Jan 29]. Available from: https://www.who.int/news-room/fact-sheets/detail/patient-safety Slawomirski L, Klazinga N. 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Available from: https://www.nmc.org.in/ActivitiWebClient/open/getDocument?path=/Documents/Public/Portal/Gazette/GME-06.11.2019.pdf Indian Nursing Council. Regulations and Curriculum, B.Sc. Nursing, 5th Revision, 5th July 2021 [Internet]. 2021 [cited 2023 Sep 14]. Available from: https://www.indiannursingcouncil.org/uploads/pdf/162581803399632881260e803b133fde.pdf Thomas PA, Kern DE, Hughes MT, Tackett SA, Chen BY, editors. Curriculum development for medical education: a six-step approach. JHU press; 2022 Aug 30. El-Awaisi A, Anderson E, Barr H, Wilby KJ, Wilbur K, Bainbridge L. Important steps for introducing interprofessional education into health professional education. Journal of Taibah University Medical Sciences. 2016 Dec 1;11(6):546-51. Bebeau MJ, Monson V. Professional Identity Formation and Transformation across the Life Span. In: Learning trajectories, innovation, and identity for professional development. Dordrecht: Springer; 2012 National Accreditation Board for Hospitals & Healthcare Providers (NABH). NABH International Patient Safety Goals (IPSGs) 2 (IPSGs) - 22.12.2020.pdf [Internet]. 2020 [cited 2023 Mar 08]. Available from: https://nabh.co/Announcement/NABH%20International%20Patient%20Safety%20Goals%20(IPSGs)%20-%2022.12.2020.pdf Joint Commission International. International Patient Safety Goals [Internet]. [cited 2023 Mar 08]. Available from: https://www.jointcommissioninternational.org/standards/international-patient-safety-goals/ Gilbert GE, Prion S. Making sense of methods and measurement: Lawshe's content validity index. Clinical Simulation in Nursing. 2016 Dec 1;12(12):530-1. Nexus Interprofessional Education Collaborative. Interprofessional Collaborative Competency Attainment Scale(Revised) [Internet]. 2023 [cited 2023 Apr 26]. Available from: https://nexusipe.org/advancing/assessment-evaluation/interprofessional-collaborative-competencies-attainment-survey-iccas Kirkpatrick JD, Kirkpatrick WK. Kirkpatrick's four levels of training evaluation. Association for Talent Development; 2016 Oct 1. Lee SE, Morse BL, Kim NW. Patient safety educational interventions: A systematic review with recommendations for nurse educators. Nursing Open. 2021 May 28;9(4):1967–79. doi:10.1002/nop2.955 Howarth SD, Fielden SA, O’Hara JK. How do we educate medical students interprofessionally about patient safety? A scoping reviews. Journal of Interprofessional Care. 2022 Mar 4;36(2):259-67. Wu AW, Busch IM. Patient safety: a new basic science for professional education. GMS journal for medical education. 2019;36(2). Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4366746","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":302279513,"identity":"65dff6b4-cb7f-4201-ac12-011dbfc4a2fc","order_by":0,"name":"Monica Gupta","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABAUlEQVRIiWNgGAWjYDADNiA+kPjPBkgxNh4goJixAaqF8cADtjSwAHFagID54AO2w2AWXi3yEbnHH/zMscnjYz/84EACz3m7te2HgbbU2ETj0mJ4Iy+xsXdbWjEbT5rBgQSJ28nbziQCtRxLy23ApWVGjmED77bDiW0SDEAtBreTzQ4AtTA2HMarpfEvWAv7hwMJCeeSzc4/xK9FXiLHsBliCw/QlgMH7MxuELDFgOdd4mzZbWmJbTw5BUAnJSeY3QDakoDHL/LtuQc+vt1mkzi//fjmjz8b7OzNzqc/fPChxga3LQd4UAUSwSoTcCgH29KApsUej+JRMApGwSgYoQAAMcprm014enwAAAAASUVORK5CYII=","orcid":"","institution":"Pramukhswami Medical College","correspondingAuthor":true,"prefix":"","firstName":"Monica","middleName":"","lastName":"Gupta","suffix":""},{"id":302279514,"identity":"7fdd407c-621a-4cee-81ee-e09cb53658db","order_by":1,"name":"Anand Ramakrishana","email":"","orcid":"","institution":"Kasturba Medical College, Manipal","correspondingAuthor":false,"prefix":"","firstName":"Anand","middleName":"","lastName":"Ramakrishana","suffix":""},{"id":302279515,"identity":"b1202789-7c45-46ed-a06f-ae814dcd0633","order_by":2,"name":"Lulu Sherif Mahmood","email":"","orcid":"","institution":"Father Muller Medical College","correspondingAuthor":false,"prefix":"","firstName":"Lulu","middleName":"Sherif","lastName":"Mahmood","suffix":""},{"id":302279516,"identity":"d4f396b5-5c3a-434c-9aa2-2a4fc96100e1","order_by":3,"name":"Mustafa Ranapurwala","email":"","orcid":"","institution":"Pramukhswami Medical College","correspondingAuthor":false,"prefix":"","firstName":"Mustafa","middleName":"","lastName":"Ranapurwala","suffix":""},{"id":302279517,"identity":"49529bdd-17c6-40b5-910b-94027ae2e860","order_by":4,"name":"Chirag Modi","email":"","orcid":"","institution":"Pramukhswami Medical College","correspondingAuthor":false,"prefix":"","firstName":"Chirag","middleName":"","lastName":"Modi","suffix":""},{"id":302279518,"identity":"5bd8e174-53b9-4605-817f-fac597fc2e58","order_by":5,"name":"Sunil Joshi","email":"","orcid":"","institution":"Bhaikaka University","correspondingAuthor":false,"prefix":"","firstName":"Sunil","middleName":"","lastName":"Joshi","suffix":""},{"id":302279519,"identity":"164caf7e-1e90-4db9-aedf-32d9a747df5b","order_by":6,"name":"Harihara Prakash","email":"","orcid":"","institution":"K M Patel Institute of Physiotherapy","correspondingAuthor":false,"prefix":"","firstName":"Harihara","middleName":"","lastName":"Prakash","suffix":""},{"id":302279520,"identity":"9074c51f-5a34-4329-a6e0-df33aa5228a7","order_by":7,"name":"Sarmishtha Ghosh","email":"","orcid":"","institution":"Bhaikaka University","correspondingAuthor":false,"prefix":"","firstName":"Sarmishtha","middleName":"","lastName":"Ghosh","suffix":""},{"id":302279521,"identity":"ed582a0c-fa0a-4822-a82c-4d9c726cc06c","order_by":8,"name":"Suman Singh","email":"","orcid":"","institution":"Pramukhswami Medical College","correspondingAuthor":false,"prefix":"","firstName":"Suman","middleName":"","lastName":"Singh","suffix":""},{"id":302279522,"identity":"26285d5f-a1c8-4a00-97b8-7b80918f109d","order_by":9,"name":"Shany Sarate","email":"","orcid":"","institution":"College of Nursing","correspondingAuthor":false,"prefix":"","firstName":"Shany","middleName":"","lastName":"Sarate","suffix":""},{"id":302279523,"identity":"f9f53e83-0532-45c1-b7fd-b7068c4d7ee9","order_by":10,"name":"Himanshu V Pandya","email":"","orcid":"","institution":"Pramukhswami Medical College","correspondingAuthor":false,"prefix":"","firstName":"Himanshu","middleName":"V","lastName":"Pandya","suffix":""}],"badges":[],"createdAt":"2024-05-04 05:09:08","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4366746/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4366746/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":57509755,"identity":"4b50f8ae-3559-4854-8900-6fc56ece5ccd","added_by":"auto","created_at":"2024-05-31 16:18:08","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":616038,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eStrategies for i) developing a curriculum for medical education;\u0026nbsp;ii) Introducing IPE into HPE. \u003c/strong\u003e\u003csup\u003e14,15\u003c/sup\u003e\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4366746/v1/c877ebc04468351106168b11.jpg"},{"id":57510387,"identity":"31e317ab-a806-4325-9ed1-a89d77da5eb7","added_by":"auto","created_at":"2024-05-31 16:26:08","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1670322,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4366746/v1/ede17189-df9d-4357-83f4-8d83b17be433.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Designing and validating an interprofessional module on patient safety in India centred on International Patient Safety Goals","fulltext":[{"header":"Background","content":"\u003cp\u003eThe risk of a patient dying due to a preventable medical accident is estimated to be one in 300 globally as compared to one in 3\u0026nbsp;million of a person dying while travelling by an aeroplane.\u003csup\u003e\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u003c/sup\u003e In low-to-middle income countries(LMIC), as many as four in 100 people die from unsafe care.\u003csup\u003e\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e\u003c/sup\u003e The World Health Organization (WHO) recognizes patient harm as a top ten cause of death and disability, with 134\u0026nbsp;million adverse events occurring annually in LMIC hospitals.\u003csup\u003e\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u003c/sup\u003e The common sources of patient harm are: medication errors (one out of every 30 patients in health care), health care-associated infections (10% prevalence in low- and middle-income countries), and unsafe surgical care (in up to 25% cases).\u003csup\u003e1, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eIn 2019, the WHO in its resolution (WHA 72.6) declared Patient Safety (PS) a global health priority, emphasizing it as a fundamental component for Universal Health Coverage.\u003csup\u003e\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u003c/sup\u003e The Global Patient Safety Collaborative (2018) has emphasised on education and training through interprofessional education (IPE) and training in patient safety as one of the three key areas. Current evidence favours teaching-learning patient safety with an IPE approach.\u003csup\u003e\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u003c/sup\u003e The WHO and various professional bodies such as the Institute of Medicine (US), Canadian Patient Safety Institute (Canada), General Medical Council (UK) have proposed patient safety competencies to provide a framework for training healthcare professionals and ensure that PS finds a place in the health professions curricula.\u003csup\u003e\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e,\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e,\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e,\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eDespite the importance of education and training on patient safety, most Health Professions Education (HPE) curricula in India lack structured patient safety courses. While the Ministry of Health and Family Welfare established a National Patient Safety Implementation Framework (NPSIF) in 2018, its inclusion in existing curricula of Health Professions Education (HPE) in most disciplines in India remains limited. \u003csup\u003e\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u003c/sup\u003e National Medical Commission(NMC), the regulator for undergraduate medical education in India, has shifted the MBBS curriculum from traditional to Competency Based Medical Education (CBME) in 2019.\u003csup\u003e\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e Though few competencies relevant to patient safety are listed in MBBS curriculum, the regulator has not published guidance on implementation of a course on Patient Safety and Quality (PSQ) on lines similar to the course on Attitude, Ethics and Communication (AETCOM). In the B.Sc. Nursing curriculum stipulated by the Indian Nursing Council, seven patient safety goals have been stated.\u003csup\u003e\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u003c/sup\u003e In the absence of a central council for Physiotherapy in India, a similar document is not available for review.\u003c/p\u003e \u003cp\u003eTherefore, we decided to design and validate a contextual interprofessional module of Patient Safety relevant to different healthcare professions at Bhaikaka University.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eWe assembled an interprofessional core team of faculty from within the university having expertise in Health Profession Education and Quality Improvement (Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e) to ensure pedagogical expertise and content validity of the proposed IPE module. Each of these faculty brought experience of more than fifteen years in their respective domains.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab1\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003eThe Teams for IPE Module on IPSG\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eInternal Core Group\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003eMembers\u003c/em\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003eExpertise\u003c/em\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eDean, Medical College\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eHPE Expert (Accreditation and Assessment)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePrincipal, Physiotherapy College\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eIPE Expert (Accreditation)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eProfessor, Nursing College\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eHPE Expert\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAssociate Dean of Academic Excellence and HoD, Pathology\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eQuality Improvement and Accreditation\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eProfessor of Pathology, Medical College\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eQuality Improvement and Accreditation\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eProfessor of HPE, University\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eHPE (Accreditation and Assessment)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e\u003cspan class=\"ItalicUnderline\"\u003eRoles and Responsibilities\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e\u0026bull; Think tank for content and feasibility.\u003c/p\u003e\n\u003cp\u003e\u0026bull; Decision making in context of implementation.\u003c/p\u003e\n\u003cp\u003e\u0026bull; Guidance on project design, implementation, and evaluation\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eInternal Subcommittee for Module Design\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003eMembers\u003c/em\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003eExpertise\u003c/em\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAssociate Dean of Clinical Excellence and Accreditation\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eQuality Improvement and Accreditation\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eProfessor of Pathology\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eQuality Improvement and Accreditation\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePrincipal \u0026amp; Professor Physiotherapy\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eIPE Expert (Accreditation)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eProfessor Nursing\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003eHPE Expert\u003c/em\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eInfection control Officer \u0026amp; Professor of Microbiology\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eQuality Improvement and Accreditation\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eDeputy Chief Nursing Officer\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eQuality Improvement and Accreditation\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eTeam of External Experts for Content Validation\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003eMembers\u003c/em\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cem\u003eExpertise\u003c/em\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eTwelve Experts in patient safety and medical education from Medicine, Nursing and Physiotherapy\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSix experts are NABH assessors for more than a decade.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSix experts are HPE experts with FAIMER fellowships for almost a decade.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e\u003cspan class=\"ItalicUnderline\"\u003eRoles and Responsibilities\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003eContent Validation of Competencies, SLOs, Teaching learning Methodology, Assessment Methods\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eTeam for Intended Module Delivery and Evaluation\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cspan class=\"Underline\"\u003eFaculty\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e\u0026bull; Medicine\u003c/p\u003e\n\u003cp\u003e\u0026bull; Nursing and Physiotherapy\u003c/p\u003e\n\u003cp\u003e\u0026bull; Deputy CNO\u003c/p\u003e\n\u003cp\u003e\u003cspan class=\"Underline\"\u003eFacilitators\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e\u0026bull; Executives of Quality Team\u003c/p\u003e\n\u003cp\u003e\u0026bull; Nursing in charges\u003c/p\u003e\n\u003cp\u003e\u0026bull; Nursing Educators\u003c/p\u003e\n\u003cp\u003e\u0026bull; Infection Control nurses\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cspan class=\"ItalicUnderline\"\u003eRoles and Responsibilities\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003eModule delivery\u003c/p\u003e\n\u003cp\u003eData collection for evaluation of module\u003c/p\u003e\n\u003cp\u003eData Analysis for evaluation of module\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eHeads of participating institutions\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u0026bull; Dean, Medical College\u003c/p\u003e\n\u003cp\u003e\u0026bull; Principal, Physiotherapy College\u003c/p\u003e\n\u003cp\u003e\u0026bull; Principal, Nursing College\u003c/p\u003e\n\u003cp\u003e\u0026bull; Chief Nursing Officer\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cspan class=\"ItalicUnderline\"\u003eRoles and Responsibilities\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e\u0026bull; Permission for project\u003c/p\u003e\n\u003cp\u003e\u0026bull; Permission for resources\u003c/p\u003e\n\u003cp\u003e\u0026bull; Administrative support for scheduling\u003c/p\u003e\n\u003cp\u003eAdministrative support for ensuring availability of nursing in charges and nurse educators\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eIP Teams of learners\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eInterns from\u003c/p\u003e\n\u003cp\u003e\u0026bull;Pramukhswami Medical College,\u003c/p\u003e\n\u003cp\u003e\u0026bull;School of Nursing and\u003c/p\u003e\n\u003cp\u003e\u0026bull;KM Patel Institute of Physiotherapy at Bhaikaka University\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eStudy participants\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eWe followed Kern's six steps of curriculum development in medical education and the 12 strategies recommended by EL-Awaisi et al for development of the interprofessional module of Patient Safety (Fig.\u0026nbsp;1). \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e12\u003c/span\u003e,\u003cspan class=\"CitationRef\"\u003e13\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eFollowing a series of brainstorming sessions, the team devised a two-week IPE module focused on International Patient Safety Goals (IPSGs) for interns in medicine, physiotherapy, and nursing .\u003c/p\u003e\n\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\n\u003ch2\u003eProblem Identification and General Needs Assessment\u003c/h2\u003e\n\u003cp\u003eCurrent Health Professions Education (HPE) curricula in India lack a standardized module for Patient Safety (PS). This deficiency persists despite the national shift towards Competency Based Medical Education (CBME) and global recognition of PS as a vital healthcare priority. This research project sought to address this gap by designing and validating a context-specific IPE module on PS at Bhaikaka University (BU).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\n\u003ch2\u003eTargeted needs assessment\u003c/h2\u003e\n\u003cp\u003eThe compartmentalized delivery of current HPE curricula presents a significant obstacle to the integrated introduction of patient safety education for students from the diverse disciplines. Ideally, this training ought to be delivered at a stage where students have developed a clear understanding of their roles, usually achieved through participation in communities of practice \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e\u003c/sup\u003e. This typically occurs as they approach internship. Hence, the core team identified interns of medicine, nursing, and physiotherapy to be appropriate target learners.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\n\u003ch2\u003eDeveloping Goals and Objectives\u003c/h2\u003e\n\u003cp\u003eThe standards for Hospitals by National Accreditation Board of Hospitals and Health Care Organisation (NABH) mandates adaptation/adoption of the patient safety goals.\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e15\u003c/span\u003e\u003c/sup\u003e Hence, the core team decided to use International Patient Safety Goals (IPSGs),developed in 2006, to develop the IPE module on patient safety as IPSGs offer a framework for addressing critical patient safety concerns\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e16\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e\n\u003cp\u003eThe core team incorporated IPSGs from the Indian Nursing Council curriculum. \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e11\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eThe following IPSGs were included:\u003c/p\u003e\n\u003cp\u003eGoal 1: Identify patients correctly.\u003c/p\u003e\n\u003cp\u003eGoal 2: Improve effective communication.\u003c/p\u003e\n\u003cp\u003eGoal 3: Improve the safety of High-alert medications.\u003c/p\u003e\n\u003cp\u003eGoal 4: Ensure safe surgery and procedure.\u003c/p\u003e\n\u003cp\u003eGoal 5: Reduce the risk of health care-associated infections.\u003c/p\u003e\n\u003cp\u003eGoal 6: Reduce the risk of patient harm resulting from falls.\u003c/p\u003e\n\u003cp\u003eGoal 7: Alarm Safety.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\n\u003ch2\u003eEducational Strategies\u003c/h2\u003e\n\u003cp\u003eA subgroup of the core team finalized the module's competencies and Specific Learning Objectives (SLOs) based on IPSGs while incorporating core Interprofessional Education Collaborative (IPEC) competencies through five focus group discussions over fifteen days.\u003c/p\u003e\n\u003cp\u003eThe module was validated by the Delphi Technique in two phases. Twelve Subject matter experts in patient safety, health professions education, and interprofessional education from renowned institutions were invited to participate. Delphi validation rounds were conducted through Google Forms. The questionnaire asked them to:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003eRate the relevance, clarity, and comprehensiveness of the learning objectives and content for each IPSG\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eSuggest revisions for improvement\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eRecommend additional content areas if deemed necessary\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe responses from each round were anonymized and collated. Scores were assigned to each Delphi round item rating. Consensus percentage and Coefficient of Variation Ratio (CVR) were calculated for each item selection, with an acceptable CVR threshold of 0.78. \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e17\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eEach expert independently rated the proposed competencies and SLOs. In the first phase, the group validated competencies and SLOs, followed by teaching-learning methods(TLM) and assessment methods identified in the second phase. Two rounds each were conducted for competencies and SLOs, while one round for TLM and assessment methods.\u003c/p\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003eAll the items (competencies and SLOs) were deemed essential by the team of external experts and had a content validity ratio of 0.78. The proposed modifications were assessed and incorporated, wherever relevant to the context and found feasible and recirculated for a consensus on inclusion. The results of the validation of competencies, SLOs and TLM are shown in Tables\u0026nbsp;2, \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e and \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e respectively.\u003c/p\u003e\n\u003ctable border=\"1\" width=\"627\"\u003e\u003ccaption\u003e\n\u003cp\u003eTable 2\u003c/p\u003e\n\u003cp\u003eValidation of Competencies\u003c/p\u003e\n\u003c/caption\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" width=\"28\"\u003e\n\u003cp\u003e\u003cstrong\u003eCompetency \u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd colspan=\"5\" width=\"292\"\u003e\n\u003cp\u003e\u003cstrong\u003eRound 1\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd colspan=\"5\" width=\"307\"\u003e\n\u003cp\u003e\u003cstrong\u003eRound 2\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"3\" width=\"176\"\u003e\n\u003cp\u003e\u003cstrong\u003eNumber of Expert Responses\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" width=\"59\"\u003e\n\u003cp\u003e\u003cstrong\u003eConsensus\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e(%)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" width=\"57\"\u003e\n\u003cp\u003e\u003cstrong\u003eCVR\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd colspan=\"3\" width=\"178\"\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Number of Expert Responses\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" width=\"69\"\u003e\n\u003cp\u003e\u003cstrong\u003eConsensus\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e(%)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" width=\"59\"\u003e\n\u003cp\u003e\u003cstrong\u003e(CVR)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e\u003cstrong\u003eNo Change required\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e\u003cstrong\u003eNeeds modification\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e\u003cstrong\u003eNo Change required\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e\u003cstrong\u003eNeeds modification\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"28\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e9\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e\u0026nbsp;\u0026nbsp;\u0026nbsp;\u0026nbsp;\u0026nbsp; 75.00\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"57\"\u003e\n\u003cp\u003e0.50\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"69\"\u003e\n\u003cp\u003e91.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"28\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e100.0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"57\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"69\"\u003e\n\u003cp\u003e100.0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"28\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e91.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"57\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"69\"\u003e\n\u003cp\u003e100.0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"28\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e91.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"57\"\u003e\n\u003cp\u003e0.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"69\"\u003e\n\u003cp\u003e91.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"28\"\u003e\n\u003cp\u003e5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e83.33\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"57\"\u003e\n\u003cp\u003e0.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"69\"\u003e\n\u003cp\u003e91.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"28\"\u003e\n\u003cp\u003e6\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e83.33\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"57\"\u003e\n\u003cp\u003e0.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"69\"\u003e\n\u003cp\u003e91.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"28\"\u003e\n\u003cp\u003e7\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e91.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"57\"\u003e\n\u003cp\u003e0.85\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"60\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"69\"\u003e\n\u003cp\u003e100.00\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"59\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003ctable border=\"1\"\u003e\u003ccaption\u003e\n\u003cp\u003eTable 3\u003c/p\u003e\n\u003cp\u003eValidation of SLOs\u003c/p\u003e\n\u003c/caption\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd colspan=\"5\" width=\"40%\"\u003e\n\u003cp\u003e\u003cstrong\u003eRound 1\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd colspan=\"5\" width=\"46%\"\u003e\n\u003cp\u003e\u003cstrong\u003eRound - 2\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" width=\"12%\"\u003e\n\u003cp\u003e\u003cstrong\u003eSLO\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd colspan=\"3\" width=\"20%\"\u003e\n\u003cp\u003e\u003cstrong\u003eNumber of Expert Responses\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" width=\"13%\"\u003e\n\u003cp\u003e\u003cstrong\u003eConsensus\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e(%)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" width=\"7%\"\u003e\n\u003cp\u003e\u003cstrong\u003eCVR\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd colspan=\"3\" width=\"20%\"\u003e\n\u003cp\u003e\u003cstrong\u003eNumber of Expert Responses\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" width=\"13%\"\u003e\n\u003cp\u003e\u003cstrong\u003eConsensus\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e(%)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" width=\"13%\"\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e(CVR)\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003eNo Change Required\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003eNeeds modification\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003eTotal\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003eNo Change Required\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003eNeeds modification\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003eTotal\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 1.1]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e83.33%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 1.2]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e9\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e75.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.50\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 1.3]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e8\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e66.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.33\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 2.1]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e90.91%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e0.82\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 2.2]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 2.3]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e83.33%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 2.4]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 3.1]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e83.33%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 3.2]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 3.3]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e9\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e75.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.50\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 3.4]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e83.33%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 4.1]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e9\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e75.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.50\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e90.91%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e0.82\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 5.1]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 5.2]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e90.91%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e0.82\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 5.3]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e83.33%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e90.91%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e0.82\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 6.1]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e83.33%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 6.2]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e83.33%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 6.3]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e83.33%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 7.1]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e0\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e100.00%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e1.00\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd width=\"12%\"\u003e\n\u003cp\u003e[SLO 7.2]\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e83.33%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"7%\"\u003e\n\u003cp\u003e0.67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e10\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"6%\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e90.91%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd width=\"13%\"\u003e\n\u003cp\u003e0.82\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tabp\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cp\u003eTable 4\u003c/p\u003e\n\u003cp\u003eValidation of Teaching-Learning Methods and Assessment\u003c/p\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eTL and Formative Assessment\u003c/p\u003e\n\u003c/th\u003e\n\u003cth colspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eNumber of Expert Responses\u003c/p\u003e\n\u003c/th\u003e\n\u003cth rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003ePercentage - Consensus\u003c/p\u003e\n\u003c/th\u003e\n\u003cth rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eCVR\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eNo Change Required\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eNeeds modification\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eTotal\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eCompetency 1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eCompetency 2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eCompetency 3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eCompetency 4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eCompetency 5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eCompetency 6\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eCompetency 7\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eSummative assessment\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e11\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e12\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e91.67%\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e0.83\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cdiv class=\"BlockQuote\"\u003e\n\u003cp\u003eThe Delphi Technique facilitated the incorporation of diverse perspectives from external experts, ensuring the module's content is comprehensive and relevant for interprofessional interns.\u003c/p\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\n\u003ch2\u003eModule Development\u003c/h2\u003e\n\u003cp\u003eOnce the competencies and SLOs, TLMs and assessment methods were validated by the experts, a two-week module was prepared. Ten location-based IP intern teams (three members each, one per profession) shall be formed and would include daily interactive sessions with faculty for each IPSG, including discussion, team-based activities (audits, case studies, role plays), and presentations. There shall be an additional hour for interaction among interns in the wards facilitated by nurse educators, staff of the office of Clinical Excellence and Accreditation, and infection control nurses. Formative assessment focusing on teamwork and communication shall be incorporated for each IPSG. The module would conclude with summative assessment, learner and teacher feedback, which will all be used for module evaluation. Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e provides an outline of the validated module inclusive of core IPEC competencies.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab4\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003eMatrix of the proposed module\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eInternational Patient Safety Goal\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eCompetency\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eSLOs\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eSessions\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eTL Method\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eDuration\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eFormative Assessment\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eIntroduction to Patient Safety, IPSG and IPE.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1. The learner should be able to summarise the meaning of patient safety.\u003c/p\u003e\n\u003cp\u003e2. The learner should be able to explain the relationship between interprofessional practise and patient safety.\u003c/p\u003e\n\u003cp\u003eCore IPEC\u003c/p\u003e\n\u003cp\u003e1. Interprofessional communication\u003c/p\u003e\n\u003cp\u003e2. Teamwork\u003c/p\u003e\n\u003cp\u003e3. Roles and Responsibilities\u003c/p\u003e\n\u003cp\u003e4. Ethics\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePre-test\u003c/p\u003e\n\u003cp\u003eIce-breaking\u003c/p\u003e\n\u003cp\u003eLecture, simulation (videos),\u003c/p\u003e\n\u003cp\u003eIntroduction to PS and Introduction to IPE\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eGoal One: Identify patients correctly.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eCompetency 1\u003c/strong\u003e - The learner should be able to identify patients correctly in different clinical settings.\u003c/p\u003e\n\u003cp\u003eCore IPEC :\u003c/p\u003e\n\u003cp\u003e1. Interprofessional communication\u003c/p\u003e\n\u003cp\u003e2. Teamwork\u003c/p\u003e\n\u003cp\u003e3. Roles and Responsibilities\u003c/p\u003e\n\u003cp\u003e4. Ethics\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 1.1 - The learner should be able to correctly list two patient identifiers that should be used for correct patient identification.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eSession \u0026minus;\u0026thinsp;1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eFlipped Classroom\u0026thinsp;+\u0026thinsp;Videos\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e30 minutes\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eActive medical records audits Audits by IP Teams\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 1.2 - The learner should be able to discuss in detail the different clinical settings where patient identification must NOT be missed.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 1.3 - The learner should be able to discuss the impact of patient identification errors.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSession \u0026minus;\u0026thinsp;2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eDiscussion of audit findings\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e30 minutes\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"4\" align=\"left\"\u003e\n\u003cp\u003eGoal Two: Improve effective communication.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"4\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eCompetency 2\u003c/strong\u003e -\u0026nbsp;The learner should be able to demonstrate ways to communicate critical patient care information to other members in health care team.\u003c/p\u003e\n\u003cp\u003eCore IPEC:\u003c/p\u003e\n\u003cp\u003e1. Interprofessional communication\u003c/p\u003e\n\u003cp\u003e2. Values and Ethics\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 2.1 -\u0026nbsp;The learner should be able to ensure the intimation of critical alerts to the right person within the right timeframe.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eSession \u0026minus;\u0026thinsp;1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eInteractive Games\u0026thinsp;+\u0026thinsp;Videos\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003e60 minute\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"4\" align=\"left\"\u003e\n\u003cp\u003eHandover+\u003c/p\u003e\n\u003cp\u003eCross references+\u003c/p\u003e\n\u003cp\u003ecritical alert +\u003c/p\u003e\n\u003cp\u003eVerbal Order\u003c/p\u003e\n\u003cp\u003eActive Medical Records Audits by IP Teams\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 2.2 -\u0026nbsp;The learner should be able to demonstrate the key elements of written communication for effective hand over.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 2.3 -\u0026nbsp;The learner should be able to demonstrate the correct procedure for providing and receiving verbal orders.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 2.4 -\u0026nbsp;\u0026nbsp; The learner should be able to demonstrate the key elements of written communication for cross references.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSession-2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eDiscussion of audit findings\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e30 minutes\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"4\" align=\"left\"\u003e\n\u003cp\u003eGoal Three: Improve the safety of high-alert medications.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"4\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eCompetency 3\u003c/strong\u003e -\u0026nbsp; \u0026nbsp;The learner should be to describe the procedure to safely order, dispense, administer and monitor high risk medications under supervision.\u003c/p\u003e\n\u003cp\u003eCore IPEC\u003c/p\u003e\n\u003cp\u003e1. Teamwork\u003c/p\u003e\n\u003cp\u003e2. Interprofessional Communication\u003c/p\u003e\n\u003cp\u003e3. Roles/Responsibilities\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 3.1 -\u0026nbsp;The learner should be able to define what a high-risk medication is (including look-alike sound-alike drugs).\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eSession-1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eFlipped Classroom\u0026thinsp;+\u0026thinsp;Videos\u003c/p\u003e\n\u003cp\u003eReview of documentation in wards\u003c/p\u003e\n\u003cp\u003eIdentification of Look-alike sound-alike medicines and their storage\u003c/p\u003e\n\u003cp\u003ePharmacy visits\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003e60 minutes\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"4\" align=\"left\"\u003e\n\u003cp\u003eMedication (prescription, dispensing, administration and monitoring) audits\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 3.2 -\u0026nbsp;\u0026nbsp; The learner should be able to explain the correct procedure for ordering, dispensing and administration of high-risk medications.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 3.3 -\u0026nbsp; \u0026nbsp; The learner should be able to describe the post-administration monitoring required for high-risk medication.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 3.4 -\u0026nbsp; \u0026nbsp; The learner should be able to describe the procedure for medication reconciliation at the various transition points in patient care.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSession- 2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eDiscussion of audit findings\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e30 minutes\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eGoal Four: Ensure safe surgery.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eCompetency 4\u003c/strong\u003e -\u0026nbsp; The learner should be able to demonstrate the ability to use verification processes to ensure that the \u0026nbsp;right patient undergoes the right surgical and/or \u0026nbsp;invasive procedure, at the right side and/or site, whenever required.\u003c/p\u003e\n\u003cp\u003eCore IPEC:\u003c/p\u003e\n\u003cp\u003e1. Roles/Responsibilities\u003c/p\u003e\n\u003cp\u003e2. Teamwork\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 4.1 - The learner should be able to recognize the potential risks associated with surgical procedures.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSession-1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eVideos\u0026thinsp;+\u0026thinsp;Interactive lecture\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e45 minutes\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eRole Play preparation\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 4.2 -\u0026nbsp;The learner should be able to correctly demonstrate the key elements of the WHO Surgical Safety Checklist / Procedural checklist.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSession-2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eRole Play by students\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e30 minutes\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eGoal Five: Reduce the risk of health care-associated infections.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eCompetency 5\u003c/strong\u003e -\u0026nbsp; The learner should be able to demonstrate the ability to minimize and prevent the risk of healthcare associated infections by following appropriate infection control practices\u003c/p\u003e\n\u003cp\u003eCore IPEC:\u003c/p\u003e\n\u003cp\u003e1. Roles/Responsibilities\u003c/p\u003e\n\u003cp\u003e2. Values and Ethics\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 5.1 -\u0026nbsp;The learner should be able to describe the significance of HAIs in patient morbidity, mortality and healthcare costs and enlist various types of HAIs and their causes.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eSession-1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eInteractive Lecture\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e45 minutes\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eDemonstration\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 5.2 -\u0026nbsp;\u0026nbsp;The learner should be able to apply standard precautions including hand hygiene, use of PPE in patient care and cough etiquette.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 5.3 -\u0026nbsp; The learner should be able to demonstrate post exposure steps following accidental exposure to blood and body fluids and needle stick injuries.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSession 2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eDemonstration\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e45 minutes\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003eGoal Six: Reduce the risk of patient harm resulting from falls.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"3\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eCompetency 6\u003c/strong\u003e - The learner should be able to demonstrate the ability to effectively reduce the risk/prevent of patient harm resulting from falls.\u003c/p\u003e\n\u003cp\u003eCore IPEC:\u003c/p\u003e\n\u003cp\u003e1. Roles/Responsibilities\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 6.1 -\u0026nbsp; The learner should be able to correctly identify patients who are likely to be at a higher risk for falls.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eSession-1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eFlipped Classroom\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e30 minutes\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"5\" align=\"left\"\u003e\n\u003cp\u003eAudit of fall risk assessment\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 6.2 - The learner should be able to correctly identify situations when patients are at a higher risk of falls.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 6.3 -\u0026nbsp;\u0026nbsp; The learner should be able to describe the common measures for prevention of patient falls in different settings.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSession-2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eDiscussion of fall risk assessment\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e30 minutes\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eGoal Seven: Ensuring alarm safety.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eCompetency 7\u003c/strong\u003e -\u0026nbsp;The learners should be able to correctly identify the relevance of medical alarm \u0026nbsp;system safety in ensuring patient safety.\u003c/p\u003e\n\u003cp\u003eCore IPEC:\u003c/p\u003e\n\u003cp\u003e1. Communication\u003c/p\u003e\n\u003cp\u003e2. Roles/Responsibilities\u003c/p\u003e\n\u003cp\u003e3. Values and Ethics\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 7.1 -\u0026nbsp;The learner should be able to identify the most important alarm signals to manage based on hospital policy.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eSession- 1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003eRole Play\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd rowspan=\"2\" align=\"left\"\u003e\n\u003cp\u003e60 minutes\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLO 7.2 -\u0026nbsp;The learner should be able to demonstrate response, in a simulated environment, to an alarm appropriately.\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"7\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003eAssessment and Evaluation\u003c/strong\u003e: Team-based assessment, individual assessment through post-test, Learner and Faculty Feedback, Reflections\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\n\u003ch2\u003eImplementation\u003c/h2\u003e\n\u003cp\u003eConsidering internship calendars, May 2024 was chosen as the feasible delivery month due to internship durations in physiotherapy and nursing programs. The total module duration is approximately 12.5 hours of faculty interaction and a daily additional hour of interaction by interprofessional interns, in wards. The module will run over two weeks without disrupting routine internship schedules. Faculty from Medicine and Nursing shall be conducting the sessions and would be assisted by nurse educators, staff of the office of Clinical Excellence and Accreditation and infection control nurses. Pre- and post-tests (MCQs), learner and facilitator feedback, and participant reflections will be collected through Google Forms. The Revised Interprofessional Collaborative Competency Attainment Scale(ICCAS) will be used to assess core interprofessional competencies. \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e18\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\n\u003ch2\u003eEvaluation and Feedback\u003c/h2\u003e\n\u003cp\u003eEvaluation shall focus on Kirkpatrick Evaluation Model Level II \u0026ndash; knowledge, skills, and attitudes \u0026ndash; assessed through formative and summative assessments.\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e19\u003c/span\u003e\u003c/sup\u003e Feedback and reflections will be used to assess perceived/anticipated changes in behaviour when interns begin practice.\u003c/p\u003e\n\u003cp\u003eWhile not currently planned, assessing changes in organizational practices (Level IV of the Kirkpatrick Model) may be considered if the module is successfully implemented at Bhaikaka University in the long term. Details of the evaluation plan are provided in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003e\u003cstrong\u003eOutcomes: A\u003c/strong\u003e validated interprofessional module on patient safety, with a focus on international patient safety goals, is ready to be delivered to the next batch of health professions (Medicine, Physiotherapy and Nursing) interns at Bhaikaka University, Gujarat, India, in 2024.\u003c/p\u003e\n\u003cp\u003eMajority of the organisations teach Patient Safety uni-professionally. The existing literature on teaching patient safety interprofessionally is incredibly diverse; the interventions cover different patient safety topics, involve different professions at different stages of training, utilize different settings and teaching methods and have different ways of assessing students.\u003csup\u003e\u003cspan class=\"CitationRef\"\u003e20\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eThis module stands apart because it is interprofessional and while it covers key areas of concern in patient safety, it is compact and importantly, contextual.\u003c/p\u003e\n\u003cp\u003eThe module was designed contextually to sensitize interprofessional learners on critical aspects of patient safety- the International Patient Safety Goals. While designing the module the following constraints were borne in mind:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003eThe current educational landscape in India, where patient safety is not comprehensively would not be available. In the current busy academic schedule of different health professions curricula, it might be difficult to accommodate patient safety module.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eWhile internship schedules for various healthcare professions often involve clinical rotations across diverse locations, finding interprofessional internship opportunities where all interns are consistently placed at a single site might be limited.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eLimited resources in the context of faculty for teaching- learning activities and assessment.\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe teaching-learning activities and assessment and evaluation methodology, therefore, have been customised to what will work for Bhaikaka University with the constraints stated above. If the setting permits, the module could be scaled up, where trained faculty and time slots are available; more structured assessment methodologies like OSCE could be utilised for assessment.\u003c/p\u003e\n\u003cp\u003eOur experience in delivering Programs of Implementation for Patient Safety and Quality to the hospital consultants, coupled with our internal PSQ sessions conducted with second year MBBS students, have helped us conclude that \u003cstrong\u003ePatient\u003c/strong\u003e Safety is best taught in a structured manner, with a good mix of uni-professional and interprofessional methodologies. Students of healthcare professions who view patient safety as a collaborative effort, would be better equipped to recognise and deal with unsafe cultures and hierarchies, which directly impact patient safety. Interprofessional patient safety education interventions are generally well received by students with knowledge and skill gain documented, and changes in student behaviour. \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eThis module addresses a critical gap in patient safety education for HPE in India. Given the stakes, while acknowledging the challenges involved, we advocate for its inclusion as a new discipline for Health Professions education, as recommended by Wu et al. \u003csup\u003e\u003cspan class=\"CitationRef\"\u003e22\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eA validated and replicable interprofessional module for education on PS for health professions graduates in India is presented here. This module, which is based on IPSG, defines specific competencies on the most problematic/critical areas of patient safety (inclusive of medication safety, health care-associated infections, unsafe surgeries, patient misidentification and patient falls) and incorporates core interprofessional competencies. Once implemented, the module is expected to ensure acquisition of knowledge and skills for the interprofessional learners. In the long run, it will lead to safe behaviours and reduced adverse events and better patient outcomes and therefore, health improvement.\u003c/p\u003e\n\u003cp\u003eSo far, no report is available from an Indian health professions institution regarding a structured interprofessional module on patient safety. The module design and subsequent evaluation shall be published and shared with the relevant professional bodies/councils and at academic fora. Given the internal support extended, we anticipate that the module would be institutionalized; other institutions would be inclined to adopt it.\u003c/p\u003e\n\u003cp\u003eGiven the current gap in patient safety education, this module will address a felt need in the Indian Health Professions Curriculum and shall eventually lead to improved health outcomes.\u003c/p\u003e"},{"header":"Table of Abbreviations","content":"\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tabq\" border=\"1\"\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eAbbreviation\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eFull forms\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAETCOM\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAttitude, Ethics and Communication\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eCBME\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eCompetency Based Medical Education\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eCVR\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eCoefficient of Variation Ratio\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eHPE\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eHealth Professions Education\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eICCAS\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eInterprofessional Collaborative Competency Attainment Scale\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eIPE\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eInter Professional Education\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eIPEC\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eInterprofessional Education Collaborative\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eIPSG\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eInternational Patient Safety Goals\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLMIC\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eLow-to-Middle Income Countries\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eMCQs\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eMultiple Choice Questions\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eNABH\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eNational Accreditation Board of Hospitals and Health Care Organisation\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eNMC\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eNational Medical Commission\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eOSCE\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eObjective Structured Clinical Examination\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePS\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePatient Safety\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePSQ\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePatient Safety and Quality\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSLOs\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSpecific Learning Objectives\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTLMs\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTeaching-Learning Methods\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eWHO\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eWorld Health Organization\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003eEthics approval and consent to participate: The current project was started after the approval from Institutional Ethics Committee. Informed Consent of the participants have been taken before the start of the project.\u003c/p\u003e\n\u003cp\u003eConsent for publication: Not applicable.\u003c/p\u003e\n\u003cp\u003eAvailability of data and materials: The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request. The raw data file(excel sheet) has been added as a supplementary file.\u003c/p\u003e\n\u003cp\u003eCompeting interests: The authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003eFunding: None.\u003c/p\u003e\n\u003cp\u003eAuthors' contributions:\u003c/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003eMG was involved with the conception, design, data acquisition, analysis and interpretation of data and writing up the manuscript.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eMR was involved with the design, data acquisition, analysis and interpretation of data and writing up the manuscript.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eAR served as a mentor (assigned by MAHE-FAIMER International Institute for Leadership in Interprofessional Education) and advisor providing inputs for the design and the critical revision of the manuscript.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eLSM served as a mentor (assigned by MAHE-FAIMER International Institute for Leadership in Interprofessional Education) and advisor providing inputs for the design and the critical revision of the manuscript.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eSS served as an advisor providing inputs for the design and the critical revision of the manuscript.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eSG served as an advisor providing inputs for the design and the critical revision of the manuscript.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eHvP served as an advisor providing inputs for the design and the critical revision of the manuscript.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eCM provided inputs for the design of the study.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eSJ provided inputs for the design of the study.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eHP provided inputs for the design of the study.\u003c/p\u003e\n\u003c/li\u003e\n\u003cli\u003e\n\u003cp\u003eSSS provided inputs for the design of the study.\u003c/p\u003e\n\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eAcknowledgements\u003c/p\u003e\n\u003cp\u003eThis study was carried out as a project by the first author under her fellowship for MAHE-FAIMER International Institute for Leadership in Interprofessional Education. We are indebted to the group of experts who participated in the content validation of the module for their time and invaluable inputs, which have given me greater faith in the project - Dr. Vimal Kumar Govindan, Dr. Chinmay Shah, Dr. Nimesh Verma, Dr. Nitin Raithatha, Dr. Nirav Vaghela, Dr. Shweta Parikh, Dr. Latha Venkatesan, Ms. Beenamma Kurien, Dr. Christopher Sudhakar, Dr. Senthil Kumaran, Dr. Raksha Bhat Chandrashekhar, Dr. Sanjay Rathod and Dr. Amol Dongre, for your participation.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eLast but not the least, one would find it extremely challenging to envision or implement an interprofessional project, unless the milieu permitted it; I am truly grateful to Bhaikaka University for giving me the soil to sow the seeds of my imagination.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eWorld Health Organization. Ten Facts on Patient Safety [Internet]. 2019 Aug 26 [cited 2024 Jan 29]. Available from: https://www.who.int/news-room/fact-sheets/detail/patient-safety\u003c/li\u003e\n\u003cli\u003eSlawomirski L, Klazinga N. The economics of patient safety: from analysis to action. Paris: Organisation for Economic Co-operation and Development; 2020. [cited 2023 September 05]. Available from: http://www.oecd.org/health/health-systems/Economics-of-Patient-Safety-October-2020.pdf\u003c/li\u003e\n\u003cli\u003eWorld Health Assembly. Seventy Second World Health Assembly. Agenda item 12.5. Patient Safety. Global Action on Patient Safety. Seventh plenary meeting, 28 May 2019 A72/VR/7 [Internet]. 2019 [cited 2023 Sep 14]. Available from: https://apps.who.int/gb/ebwha/pdf_files/WHA72/A72_R6-en.pdf?ua=1\u003c/li\u003e\n\u003cli\u003eWorld Health Organization. Global Patient Safety Collaborative [Internet]. [cited 2024 Sept 02]. Available from: https://www.who.int/initiatives/global-patient-safety-collaborative#:~:text=The%20Global%20Patient%20Safety%20Collaborative,health%20care%20delivery%20systems%2C%20essential\u003c/li\u003e\n\u003cli\u003eWorld Health Organization. Patient Safety Curriculum Guide: multiprofessional edition [Internet]. 2011 Jul 6 [cited 2023 Mar 08]. Available from: https://www.who.int/publications/i/item/9789241501958\u003c/li\u003e\n\u003cli\u003eGreiner AC, Knebel E. Institute of Medicine. Health professions education: A bridge to quality. 2003;225:230.\u003c/li\u003e\n\u003cli\u003eGeneral Medical Council. Outcomes for graduates [Internet]. 2018 [cited 2023 Mar 07]. Available from: https://www.gmc-uk.org/-/media/documents/dc11326-outcomes-for-graduates-2018_pdf-75040796.pdf \u003c/li\u003e\n\u003cli\u003eKing J, Anderson CM. The Canadian interprofessional patient safety competencies. Journal of Patient Safety. 2012 Mar 1;8(1):30-5.\u003c/li\u003e\n\u003cli\u003eMinistry of Health and Family Welfare, Government of India. National Patient Safety Implementation Framework(2018-2025) [Internet]. 2018 [cited 2022 Jun 27]. Available from: https://www.nhp.gov.in/national-patient-safety-implementation-framework-(npsif)_pg\u003c/li\u003e\n\u003cli\u003eThe Gazette of India. Extraordinary Part III-3 Section 4, Amendment Notification, New Delhi, November 4, 2019. No. MCI-34(41)/2019-Med./161726 [Internet]. 2019 [cited 2023 Sep 14]. Available from: https://www.nmc.org.in/ActivitiWebClient/open/getDocument?path=/Documents/Public/Portal/Gazette/GME-06.11.2019.pdf\u003c/li\u003e\n\u003cli\u003eIndian Nursing Council. Regulations and Curriculum, B.Sc. Nursing, 5th Revision, 5th July 2021 [Internet]. 2021 [cited 2023 Sep 14]. Available from: https://www.indiannursingcouncil.org/uploads/pdf/162581803399632881260e803b133fde.pdf\u003c/li\u003e\n\u003cli\u003eThomas PA, Kern DE, Hughes MT, Tackett SA, Chen BY, editors. Curriculum development for medical education: a six-step approach. JHU press; 2022 Aug 30.\u003c/li\u003e\n\u003cli\u003eEl-Awaisi A, Anderson E, Barr H, Wilby KJ, Wilbur K, Bainbridge L. Important steps for introducing interprofessional education into health professional education. Journal of Taibah University Medical Sciences. 2016 Dec 1;11(6):546-51.\u003c/li\u003e\n\u003cli\u003eBebeau MJ, Monson V. Professional Identity Formation and Transformation across the Life Span. In: Learning trajectories, innovation, and identity for professional development. Dordrecht: Springer; 2012\u003c/li\u003e\n\u003cli\u003eNational Accreditation Board for Hospitals \u0026amp; Healthcare Providers (NABH). NABH International Patient Safety Goals (IPSGs) 2 (IPSGs) - 22.12.2020.pdf [Internet]. 2020 [cited 2023 Mar 08]. Available from: https://nabh.co/Announcement/NABH%20International%20Patient%20Safety%20Goals%20(IPSGs)%20-%2022.12.2020.pdf\u003c/li\u003e\n\u003cli\u003eJoint Commission International. International Patient Safety Goals [Internet]. [cited 2023 Mar 08]. Available from: https://www.jointcommissioninternational.org/standards/international-patient-safety-goals/\u003c/li\u003e\n\u003cli\u003eGilbert GE, Prion S. Making sense of methods and measurement: Lawshe\u0026apos;s content validity index. Clinical Simulation in Nursing. 2016 Dec 1;12(12):530-1.\u003c/li\u003e\n\u003cli\u003eNexus Interprofessional Education Collaborative. Interprofessional Collaborative Competency Attainment Scale(Revised) [Internet]. 2023 [cited 2023 Apr 26]. Available from: https://nexusipe.org/advancing/assessment-evaluation/interprofessional-collaborative-competencies-attainment-survey-iccas\u003c/li\u003e\n\u003cli\u003eKirkpatrick JD, Kirkpatrick WK. Kirkpatrick\u0026apos;s four levels of training evaluation. Association for Talent Development; 2016 Oct 1.\u003c/li\u003e\n\u003cli\u003eLee SE, Morse BL, Kim NW. Patient safety educational interventions: A systematic review with recommendations for nurse educators. Nursing Open. 2021 May 28;9(4):1967\u0026ndash;79. doi:10.1002/nop2.955 \u003c/li\u003e\n\u003cli\u003eHowarth SD, Fielden SA, O\u0026rsquo;Hara JK. How do we educate medical students interprofessionally about patient safety? A scoping reviews. Journal of Interprofessional Care. 2022 Mar 4;36(2):259-67.\u003c/li\u003e\n\u003cli\u003eWu AW, Busch IM. Patient safety: a new basic science for professional education. GMS journal for medical education. 2019;36(2).\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Health Professions Education in Patient Safety, Interprofessional Education on Patient Safety, Patient Safety Education in India, International Patient Safety Goals","lastPublishedDoi":"10.21203/rs.3.rs-4366746/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4366746/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eAccording to the WHO, Patient Safety (PS) is a global health priority and is a fundamental component for Universal Health Coverage. The Global Patient Safety Collaborative (2018) has emphasised building competent, skilled, and compassionate health workforce through interprofessional (IP) education and training in PS. The curriculum of Health Professions Education (HPE) in most disciplines, in India, does not include a structured component on PS. The International Patient Safety Goals (IPSG) were developed in 2006 by the Joint Commission International (JCI). IPSG help hospitals address specific areas of concern in some of the most problematic areas of PS. The study proposes a validated IP module on PS and its integration in the health professions curriculum in India, based on IPSG as mentioned in the Indian Nursing Curriculum.\u003c/p\u003e\u003ch2\u003eMethod\u003c/h2\u003e \u003cp\u003eThe module was designed based on Kern\u0026rsquo;s 6 steps of curriculum development and 12 strategies recommended by El-Awaisi et al and finalised through 5 rounds of focus group discussions with a proposed plan to run over 2 weeks, without interrupting the planned schedule of internship. Twelve IP experts from Medical, Nursing and Physiotherapy professions participated in the content validation through Delphi technique. The module will be implemented and evaluated in the subsequent academic year at Bhaikaka University and reported, post-implementation. This is an educational, interventional, mixed method study using descriptive analysis for quantitative data and qualitative analysis for reflections and feedback from learners and faculty.\u003c/p\u003e\u003ch2\u003eDiscussion\u003c/h2\u003e \u003cp\u003eThe study resulted in a validated, compact, contextual IP module on PS which is replicable. There was consensus on all 7 proposed competencies, 22 specific learning objectives, teaching-learning methods and assessment methodology through Delphi Technique, with a content validity ratio of 0.78 for each item. The module addresses a felt gap in the Indian HPE by incorporating core IP competencies and critical PS concerns, inclusive of medication safety, health care-associated infections and unsafe surgeries. In the long run, it will lead to reduced adverse events, better patient outcomes and therefore, health improvement. at Bhaikaka University and other institutions. In agreement with Wu et al we recommend that PS be included as a basic science for HPE.\u003c/p\u003e","manuscriptTitle":"Designing and validating an interprofessional module on patient safety in India centred on International Patient Safety Goals","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-05-31 16:18:03","doi":"10.21203/rs.3.rs-4366746/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-06-04T14:48:42+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-06-04T11:41:49+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-05-14T09:58:31+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2024-05-04T05:00:11+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"64b3beae-a4b1-44fb-899a-5baf645988b4","owner":[],"postedDate":"May 31st, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-27T13:24:22+00:00","versionOfRecord":[],"versionCreatedAt":"2024-05-31 16:18:03","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4366746","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4366746","identity":"rs-4366746","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}