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• W2986668344 abstract "<h3>Introduction</h3> Wrong-sided procedures represent some of the most catastrophic errors in healthcare. Despite the efforts of many, these never events continue to occur, and in some incidences are increasing¹. Laterality errors are not only restricted to surgical disciplines, occurring in many specialities including anaesthetics (e.g. wrong-sided nerve block), respiratory medicine (e.g. wrong-sided thoracentesis) to name but a few. Though multifaceted in origin, human error is considered to be a common root cause². Evidence suggests that a significant proportion of our population, including medical students, experience difficulty with left/right discrimination (LRD).^{3 4} Given that not all medical students have equal LRD ability, there have been calls to raise its awareness in medical education. It remains unknown what are the experiences of medical students, including those that have difficulty, with LRD. The aim of this study was to gain deep insights into the lived experiences of medical students in LRD. <h3>Methods</h3> A qualitative study was conducted using Hermeneutic phenomenology. Medical students, with all abilities in LRD, were invited to participate and be interviewed. Interviews were transcribed and analysed using the Template Analysis approach to generate research themes. The research team were continually reflexive whilst remaining firmly rooted in the data and principles of the hermeneutic process. <h3>Summary of results</h3> Analysis yielded four main themes 1) Discriminating right from left: An unconscious or conscious task? 2) ‘What...you can’t tell right from left?’: an undesirable skill deficit 3) Concealment 4) ‘But you’re going to be a doctor!’ Impact on professional identify formation. <h3>Discussion and conclusions; Recommendations</h3> This study challenges normative expectations that LRD is an effortless task for all. Individuals who are challenged with LRD, have to carry out a complex conscious process. For the most part this process is effortless. But in the context of being a doctor in training, can place extra demands and make such a process subject to error. This study has implications for practice. Firstly, our findings support the need to raise the importance of laterality training, in addition to other spatial orientations. The assumption that LRD is an intuitive skill for all is unfounded and needs to be addressed in medical curricula. With increasing focus on human factors training in medical education, the importance of LRD should be emphasised. We need to drive forward the acceptance that LRD is not effortless for all and we need to offer support in a non-judgemental fashion. <h3>References</h3> NHS Improvements. Never Events Data. Available at: https://improvement.nhs.uk/resources/never-events-data/. Accessed April 2019 Joint commission: The Universal Protocol for Preventing Wrong Site, Wrong Procedure, and Wrong Person Surgery: Guidance for Health Care Professionals. Oak-brook Terrace, IL: The Joint Commission, 2011 [Online] available at (http://www.jointcommission.org/assets/1/18/UP_Poster.pdf ). Last accessed April 2019 Ofte SH, Hugdahl K. Right-left discrimination in male and female, young and old subjects. <i>J Clin Exp Neuropsychol</i>. 2002;24(1):82–92. Gormley GJ, Dempster M, Best R: Right-left discrimination among medical students: questionnaire and psychometric study. <i>BMJ</i> 2008;337:1474–1475" @default.
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• W2986668344 date "2019-11-01" @default.
• W2986668344 modified "2023-09-26" @default.
• W2986668344 title "O16 ‘What…you can’t tell left from right?’ Human factors study into medical students experiences in making laterality decisions" @default.
• W2986668344 doi "https://doi.org/10.1136/bmjstel-2019-aspihconf.16" @default.
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