Teaching human factors: a near-peer approach

Background An understanding of human factors and ergonomics (HFE) is critical for optimal team performance, and is an important component of the postgraduate medical curriculum. This training is often delivered by senior clinicians with experience of using and teaching HFE concepts. A lack of availability of these experienced tutors can be a constraint on training provision. Context A near-peer tutor (NPT) approach was used to deliver a classroom-based HFE course to postgraduate doctors, supported by a tutor handbook. We aimed to compare feedback from this course with a previous course taught by experienced tutors. Methods Learners (n = 21) attending this course were divided into small groups, with one NPT per group. Each group viewed three video reconstructions of incidents from health care and other industries, followed by a structured discussion. Learners were encouraged to recognise concepts from HFE, and to develop changes to their own practice. The NPTs were guided through the session by a tutor handbook, which they received in advance. Human factors and ergonomics training is associated with a significant decrease in error Results Initial and 2-month feedback was extremely positive, with Likert scores of 5/5 for Organisation, Content, Teaching Methods and Overall Impression. This was significantly (p < 0.05) better than feedback from a previous HFE course with senior tutors. Median NPT confidence ratings before and after receiving the handbook were 4/10 and 8/10, respectively. Conclusions These results support the use of NPTs in delivering HFE training to postgraduate doctors. Self-reported confidence is increased by providing a handbook with discussion prompts. Training in HFE does not require senior tutors with significant clinical commitments, and can be provided to a high standard by NPTs.