{"title":"The Room of Errors as an Innovative Simulated Environment to Enhance the Management of Blood Exposure Accidents: A Tunisian Pre-Experimental Study.","authors":"Marwa Bouhoula, Imene Kacem, Amal Ghenim, Mohamed Ajmi, Amani Mellouli, Asma Aloui, Chaima Sridi, Amen Fki, Maher Maoua, Walid Naija, Mohamed Kahloul","doi":"10.2147/AMEP.S530487","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Blood exposure accidents (BEA) represent a significant risk for healthcare workers. To enhance safety awareness, particularly among medical students, the \"Room of Errors\" may offer an innovative and effective educational approach.</p><p><strong>Objective: </strong>To assess the impact of the \"Room of Errors\" simulation on medical students' knowledge regarding BEA management.</p><p><strong>Methods: </strong>A pre-experimental study was conducted at the simulation center of the Faculty of Medicine of Sousse, including 63 students in the third level of the Second cycle of medical studies (SCMS3) who completed an internship in the occupational medicine department during the academic year2023/2024. Participants attended a simulation session of \"room of errors\" including seven intentional errors.An \"error collection\" sheet was used to identify these errors. A pre-test and post-test, each comprising 5 questions, evaluated participants' knowledge. Answers were classified as correct or incorrect.</p><p><strong>Results: </strong>All 63 students (100%) who participated to the simulation session were included in the study. Totally, 55.6% of participants were female, with a median age of 24 years. Participants have correctly identified an average of 5.8 errors (range: 3-7) with a median of 6 [IQR: 5-7]. Following the simulation, students demonstrated significant improvements in their knowledge compared to the median pre-simulation scores (4 [IQR: 4-5] vs 2 [IQR: 1-3]; p<10<sup>-3</sup>). The overall assessment of the tool indicated that all participants enjoyed and appreciate the error room: 64% found this learning method excellent and 22% found it good. The majority of the participants indicated that the debriefing was helpful, as it clarified specific elements, provided constructive feedback, and allowed a review of demonstrated technical skills, attitudes and behaviors.</p><p><strong>Conclusion: </strong>The \"Room of Errors\" promotes reflective learning and enhances BEA prevention awareness. As an engaging and effective pedagogical tool, it may contribute to improving patient and professional safety.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"1641-1650"},"PeriodicalIF":1.7000,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12428640/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Medical Education and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2147/AMEP.S530487","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
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Abstract
Introduction: Blood exposure accidents (BEA) represent a significant risk for healthcare workers. To enhance safety awareness, particularly among medical students, the "Room of Errors" may offer an innovative and effective educational approach.
Objective: To assess the impact of the "Room of Errors" simulation on medical students' knowledge regarding BEA management.
Methods: A pre-experimental study was conducted at the simulation center of the Faculty of Medicine of Sousse, including 63 students in the third level of the Second cycle of medical studies (SCMS3) who completed an internship in the occupational medicine department during the academic year2023/2024. Participants attended a simulation session of "room of errors" including seven intentional errors.An "error collection" sheet was used to identify these errors. A pre-test and post-test, each comprising 5 questions, evaluated participants' knowledge. Answers were classified as correct or incorrect.
Results: All 63 students (100%) who participated to the simulation session were included in the study. Totally, 55.6% of participants were female, with a median age of 24 years. Participants have correctly identified an average of 5.8 errors (range: 3-7) with a median of 6 [IQR: 5-7]. Following the simulation, students demonstrated significant improvements in their knowledge compared to the median pre-simulation scores (4 [IQR: 4-5] vs 2 [IQR: 1-3]; p<10-3). The overall assessment of the tool indicated that all participants enjoyed and appreciate the error room: 64% found this learning method excellent and 22% found it good. The majority of the participants indicated that the debriefing was helpful, as it clarified specific elements, provided constructive feedback, and allowed a review of demonstrated technical skills, attitudes and behaviors.
Conclusion: The "Room of Errors" promotes reflective learning and enhances BEA prevention awareness. As an engaging and effective pedagogical tool, it may contribute to improving patient and professional safety.
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