Promoting reflective learning in medication safety education

Medication-related problems represent a substantial burden on healthcare systems. At the study hospitals, medication safety education is delivered through a multifaceted program. This study aimed to describe the multifaceted strategies implemented to promote reflective learning and to evaluate staff acceptance and demand in relation to learning content to facilitate future education planning. The clinical staff members, including medical and nursing/midwifery staff, were invited to complete an online satisfaction survey via Microsoft Forms. The survey included the role of clinical staff member, format of learning received recently, content of learning and impact on clinical practice, and feedback and suggestion over a 12-month period. A total 127 responses were received. Using a Likert scale, staff responded to different elements of satisfaction. Of the responses most respondents either agreed or strongly agreed that that the learning was relevant to practice (98%, 125/127), easy to understand (98%, 125/127), maintained interest (93.7%, 119/127), had a clear, achievable objective (96.8%, 123/127), and medication safety knowledge improved (93.7%, 119/127). Free-text responses demonstrated strong engagement; staff valued opportunities to learn from real-life medication incidents reported in the organization. This evaluation highlights that targeted, site-specific approaches were well received with staff reported improvements in knowledge.