Human Factors Curriculum Mapping
Aim
To provide a structure that allows students, teachers and external reviewers to see how we teach and assess Human Factors
science
Objectives
1.
2.
3.
4.
Align Human Factors constructs with one or more GMC TD outcomes and Situational Judgement Test domains.
Enable indexing of Human Factors learning and assessment resources
Identify gaps in current GMC TD outcomes
Discuss the pros and cons of aligning each GMC TD outcome with only one Human Factors construct. For example:
 Pro: this will facilitate linking of assessment and teaching resources to Human Factors constructs because GMC TD
outcomes are already used to index these resources.
 Con: this sets artificial boundaries on the content of the Human Factors constructs
Notes
The Table is constructed around Human Factors Categories (Systems, Human interaction, Environment, Equipment and
Personal) from Human Factors in Healthcare1. These categories have been used because they are the foundation for the
forthcoming Human Factors Course Components from NES and the Clinical Skills Managed Education Network. The Human
Factors Constructs are listed to provide additional detail but the order of these Constructs is not intended to suggest that they
link to specific GMC TD outcomes, which are in numerical order. The sources for the Human Factors Categories and
Constructs are Safety at the Sharp End, A Guide to Non-Technical Skills,2 Human Factors in Healthcare,1 Evie Fioratou and
Steph Russ.
Figure 1: Human Factors Approach:
Adapted from Flin 20082, Flin 20093 and Moray 20004 with Human Factors Categories from Rosenorn-Lanng 20141
SYSTEMS
ENVIRONMENT
Coping
Ergonomics
Leadership
Compatibility
Standardisation
Safety culture, management style
Situation awareness
Communication, co-ordination
PATIENT
User interaction
and training
PERSONAL
Physical environment (noise,
temperature)
EQUIPMENT
Decision
making
Adverse event management and reporting
HUMAN INTERACTION
Interruptions/ distractions
Team working, team culture
Regulatory influences, guidelines, standards , policies
References
1. Rosenorn-Lanng D. Human Factors in Healthcare Level One. Oxford: Oxford University Press, 2014.
2. Flin R, O'Connor P, Crichton M. Safety at the Sharp End: A Guide to Non-Technical Skills. Oxford: Ashgate, 2008.
3. Flin R, Winter J, Sarac C, Raduma M. Human Factors in Patient Safety: Review of Topics and Tools
2009 [Cired 29 May 2011] Available from:
http://www.who.int/patientsafety/research/methods_measures/human_factors/human_factors_review.pdf
4. Moray N. Culture, politics and ergonomics. Ergonomics 2000;43(7):858-68.
Justification for Introduction to Human Factors Science in Principles:
GMC Outcome 9 Apply psychological principles, method and knowledge to medical practice.
9.a Explain normal human behaviour at an individual level
Human Factors Constructs linked to GMC Tomorrow’s Doctors Outcomes and Situational Judgement Test (SJT) Domains
Key to sources for constructs
Black: All sources (Safety at the Sharp End, Rhona Flin, NES, Human Factors in Healthcare, Evie Fioratou and Steph Russ)
Blue: Evie Fioratou and Steph Russ
Red: NES Human Factors Course Components and/or Human Factors in Healthcare, Debbie Rosenorn-Lanng
Category
Human Factors Science Constructs
GMC Tomorrow’s Doctors Outcomes or Standards and Situational Judgement Test (SJT) Domains
Systems
GMC TD Outcomes
 Regulatory influences (standards,
11 Apply to medical practice the principles, method and knowledge of population health and the
guidelines, SOPs)
improvement of health and healthcare.
 Culture
11b Assess how health behaviours and outcomes are affected by the diversity of the patient population.
 Adverse event management and
11c Describe measurement methods relevant to the improvement of clinical effectiveness and care.
reporting
11d Discuss the principles underlying the development of health and health service policy, including issues
 Normalisation of deviance
relating to health economics and equity, and clinical guidelines.
 Staffing levels
11j Discuss from a global perspective the determinants of health and disease and variations in healthcare
 Information systems
delivery and medical practice.
 Information flow
23 Protect patients and improve care
23.a Place patients’ needs and safety at the centre of the care process.
23.b Deal effectively with uncertainty and change.
23.c Understand the framework in which medicine is practised in the UK, including: the organisation,
management and regulation of healthcare provision; the structures, functions and priorities of the NHS; and the
roles of, and relationships between, the agencies and services involved in protecting and promoting individual
and population health.
23.d Promote, monitor and maintain health and safety in the clinical setting, understanding how errors can
happen in practice, applying the principles of quality assurance, clinical governance and risk management to
medical practice, and understanding responsibilities within the current systems for raising concerns about safety
and quality.
Standard 66 Medical schools’ policies for the training, conduct and assessment of students should have regard
for the variety of cultural, social and religious backgrounds of students, while maintaining consistency in
educational and professional standards.
Standard 104 From the start, students must have opportunities to interact with people from a range of social,
cultural, and ethnic backgrounds and with a range of disabilities, illnesses or conditions. Such contact with
patients encourages students to gain confidence in communicating with a wide range of people, and can help
develop their ability to take patients’ histories and examine patients.
SJT Domains
Commitment to Professionalism;
Learning and Professional Development
Patient Focus;
Human
Interaction
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Communication – written and
verbal
Leadership
Team working
Workload management
Conflict resolution
Supporting others
Checklists
Handovers
Safety briefs/ debriefs
Hierarchy and authority gradients
Transitions
Praise and respect
GMC TD Outcomes
15 Communicate effectively with patients and colleagues in a medical context
15.a Communicate clearly, sensitively and effectively with patients, their relatives or other carers, and
colleagues from the medical and other professions, by listening, sharing and responding.
15.b Communicate clearly, sensitively and effectively with individuals and groups regardless of their age,
social, cultural or ethnic backgrounds or their disabilities, including when English is not the patient’s first
language.
15.h Communicate effectively in various roles, for example, as patient advocate, teacher, manager or
improvement leader.
21 Reflect, learn and teach others
21.d Manage time and prioritise tasks, and work autonomously when necessary and appropriate.
21.e Recognise own personal and professional limist and seek help from colleagues and supervisors when
necessary
21.f Function effectively as a mentor and teacher including contributing to the appraisal, assessment and review
of colleagues, giving effective feedback, and taking advantage of opportunities to develop these skills.
21.g Demonstrate awareness of the role of doctors as managers, including seeking ways to continually improve
the use and prioritisation of resources.
22 Learn and work effectively within a multi-professional team
22.a Understand and respect the roles and expertise of health and social care professionals in the context of
working and learning as a multi-professional team.
22.b Understand the contribution that effective interdisciplinary teamworking makes to the delivery of safe and
high quality care
22.c Work with colleagues in ways that best serve the interests of patients, passing on information and handing
over care, demonstrating flexibility, adaptability and a problem-solving approach.
22.d Demonstrate ability to build team capacity and positive working relationships and undertake various team
roles including leadership and the ability to accept leadership by others.
23.e Understand and have experience of the principles and methods of improvement, including audit, adverse
incident reporting and quality improvement, and how to use the results of audit to improve practice.
23.f Respond constructively to the outcomes of appraisals, performance reviews and assessments.
SJT Domains
Effective communication.
Working Effectively as part of a team
Environment
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Ergonomics
Physical environment (noise,
temperature)
Interruptions/ distractions
Familiarity
Patient journeys
Equipment
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Personal
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Consumables
o Medicines
o Disposable devices
Non-consumables
o Medical devices
o Domestic (beds,
bathrooms)
User interaction with equipment
Standardisation
Compatibility
Training
Datix/ equipment for complaints
and incident reporting
Human performance limitations
Decision making
Situation awareness
Managing stress and coping with
fatigue
Resilience
Task management/ workload
Speaking up
Risk taking behaviour
Empathy
Person-centred care
Cognitive aids
Self awareness
GMC TD Outcomes
17. Prescribe drugs safely, effectively and economically
17.c Provide a safe and legal prescription
17.d Calculate appropriate drug doses and record the outcome accurately
17.e Provide patients with appropriate information about their medicines
17.f Access reliable information about medicines
17.g Detect and report adverse drug reactions
18 Carry out practical procedures safely and effectively.
18.a Be able to perform a range of diagnostic procedures as listed in Appendix 1and measure and record the
findings
18.b Be able to perform a range of therapeutics procedures as listed in Appendix 1
18.c Be able to demonstrate correct practice in general aspects of practical procedures, as listed in Appendix 1
GMC TD Outcomes
14 Diagnose and manage clinical presentations
14.f Make clinical judgements and decisions, based on the available evidence, in conjunction with colleagues
and as appropriate for the graduate’s level of training and experience. This may include situations of
uncertainty.
14.g Formulate a plan for treatment, management and discharge, according to established principles and best
evidence, in partnership with the patient, their carers, and other health professionals as appropriate. Respond to
patients’ concerns and preferences, obtain informed consent, and respect the rights of patients to reach decisions
with their doctor about their treatment and care and to refuse or limit treatment.
21 Reflect, learn and teach others
21.a Acquire, assess, apply and integrate new knowledge, learn to adapt to changing circumstances and ensure
that patients receive the highest level of professional care.
21.b Establish the foundations for lifelong learning and continuing professional development, including a
professional development portfolio containing reflections, achievements and learning needs.
21.c Continually and systematically reflect on practice and, whenever necessary, translate that reflection into
action, using improvement techniques and audit appropriately − for example, by critically appraising the
prescribing of others.
21.e Recognise own personal and professional limits and seek help from colleagues and supervisors when
necessary.
22 Learn and work effectively within a multi-professional team
22.i Recognise own personal health needs, consult and follow the advice of a suitably qualified professional, and
protect patients from any risk posed by own health.
22 .j Recognise the duty to take action if a colleague’s health, performance or conduct is putting patients at risk
SJT Domains
Problem solving and decision--‐making;
Self--‐awareness and insight;
Organisation and planning
Coping with pressure