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Classification for reporting and learning Joanne Cunningham Trinity College Dublin [email protected]

Classification for reporting and learning Joanne Cunningham Trinity College Dublin [email protected]

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Page 1: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Classification for reporting and learning

Joanne CunninghamTrinity College [email protected]

Page 2: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Outline

What & Why Classifications

International Classification for Patient Safety WHO

RT examples

Page 3: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Definition

“Taxonomy is simply a classification or

ordering into groups or categories.

The key in the definition is ordering or having an

organisation behind the categories, rather than

simply a listing.”Thomadsen, B, Lin, S-W.

Taxonomic Guidance for Remedial Actionshttp://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=aps.section.1796

Page 4: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

International Classification of Diseases Well established Classification System Late 19th Century Revised approx every 10 years

According to the ICD, in 1913 one cause of death was being

“Worn Out”Another Cause of Death =

“non-existent disease”

BUT still a valuable Epidemiological Tool

Page 5: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

A classification or taxonomy is ... A tool for analysing and learning from

incidents particularly to identify similarities between incidents

not otherwise considered comparable; aggregate data

A means to better understand incident occurrence, prevention, and recovery reliable and valid diligently applied

WHO 2005

Page 6: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Reason’s Model of Organisational Accidents

Management Decision

Organisational Process

Latent Failures

Background conditions:

• Workload • Supervision • Communication •Training/ knowledge/ ability• Equipment

Conditions of Work (current)

Unsafe Acts:

• Omissions• Action slips / failures• Cognitive failures (mistakes and memory lapses)• Violations

Active Failures

Multilayered Defences

Page 7: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Principles and criteria a classification system must meet

World Health Organisation. Project to Develop the International Patient Safety Event Taxonomy: Updated Review of the Literature 2003-2005. Prepared by Heather Sherman PhD and Jerod Loeb PhD, Joint Commission for the Accrediation of Healthcare Organisations. Geneva: WHO. 2005.

Page 8: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Key elements to be considered in the design are:

The purpose of the system The types of data that are available The resources that are available to maintain the

system Facilitate analysis for learning

Straightforward (e.g. hazard identification, and summaries and descriptions), or

More analytic (e.g. trends and cluster analysis, correlations, risk analysis, causal analysis, and systems analysis)

Page 9: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

International Classification for Patient Safety

The ICPS is conceptual based on the National Reporting and Learning System (United Kingdom) Advanced Incident Management System (Australia) Eindhoven/PRISMA-Medical Classification Model (The

Netherlands Patient Safety Event Taxonomy (United States)

Purpose: facilitate the description, comparison, measurement, monitoring, analysis and interpretation of information to improve patient care

Page 10: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

ICPS conceptual framework

Consisting of 10 high level classes:1. Incident Type2. Patient Outcomes3. Patient Characteristics4. Incident Characteristics5. Contributing Factors/Hazards6. Organizational Outcomes7. Detection8. Mitigating Factors9. Ameliorating Actions10. Actions Taken to Reduce Risk

Page 11: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

26th Jan 2006

CERRO

Classification

Page 12: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Accident, Incident, Adverse event, Near-miss

A patient safety incident is an event or circumstance which could have resulted, or did result, in unnecessary harm to a patient.

An adverse event is an incident which results in harm to a patient.

A near miss is an incident that did not cause harm

WHO 2009 ROSIS:

an incident is defined as the incorrect delivery of radiation a near-incident / near miss is considered to be any event,

which might have resulted in an incident, but for some reason there was no incorrect irradiation.

Page 13: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

IAEA Definitions Radiation accident as “an unintended event (operating error,

equipment failure or other mishaps) that has or may have consequences.”

Incident as “Any unintended event, including operating errors, equipment failures, initiating events, accident precursors, near misses or other mishaps, or unauthorized act, malicious or non-malicious, the consequences or potential consequences of which are not negligible from the point of view of protection or safety.”

Near miss as: “A potential significant event that could have occurred as the consequence of a sequence of actual occurrences but did not occur owing to the plant conditions prevailing at the time.”

IAEA safety glossary: Vienna. 2007.

Page 14: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Tripartite Agreement defn of Incident

Page 15: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Radiation Oncology Practice Standards (Tripartite Agreement)

Page 16: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Radiation Oncology Practice Standards (Tripartite Agreement)

Page 17: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

ROSIS Classification (1)

Three main requirements:

I. Effective tool for analysis and learning – RO specific, I/N-I, detailed

II. Flexiblea. Applied to different departments and processesb. Translated into different languages

III. Incorporated into the reporting system – classified prospectively

Page 18: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Key Features of the ROSIS Classification Radiation Oncology Specific Method

Literature review RT incident-types from ROSIS database

Purpose Organise reports Facilitate analysis Improve safety

Scope All incidents and near-incidents relevant to an RO dept Preventative & corrective factors

Intent Maximise learning - Collect detailed information

Feasibility Incorporated into online Reporting System

To be evaluated: Analysis Sensitivity Reliability and Validity

Page 19: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

ROSIS Classification (2)

OVERVIEW OF CLASSIFICATIONTitle Element addressed

Addressed through category/categories

1. Event

1.1 Who affected Who - Patient / Staff / Visitor

1.2 Where/When occurred Process classification

1.3 How occurred Event Description

1.4 What occurredProcess classification DescriptionRT Technique

2. Causes / Contributing factors

2. Why occurred Causes / Contributing factors

3. Detection

3.1 How Discovered Method of discovery

3.2 Where/When Discovered Stage of process of discovery

3.3 Who Discovered Discipline who discovered

4. Severity4.1 Incident/Near Incident

Treatment delivered incorrectly& no. of fractions

4.2 Actual harm & potential harm

Dose or volume discrepancy

Page 20: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

ROSIS Classification (3)

Actual OutcomeProcess

EventCauses

Severity

Potential OutcomeyesDetection

Page 21: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

ROSIS Process Classification“Level 1”

RT Treatment

Commissioning /

Calibration

Equipment QA/

Maintenance

Procedures / Protocols

Imaging

Simulation

Planning

Treatment Preparation

Treatment DeliveryXOR Dose

CalculationPrescription

141134

46

6

82

39 52

Where in process did it originate?What element was affected?4 “levels”

Page 22: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

37568

141

5 35

0-4

5-9

10-19

20-29

30+

“Level 2 & 3”

TreatmentDelivery

Patient ID RT Setup

Pt Position

Accessories

Dose

Bolus

Wedge

Compensator

Shielding

Field omitted

Fld re-treatedOrientation

Field size

Collimator Angle

Gantry Angle

SSD/FSD

Isocentre

Couch height

Unobstructed field

# Missed

PositioningAids

TBI Screen

Couch angle

Extra #

Energy

Undefined

Field omitted, field re-treated

Undefined

Dose

LEVELS 2 AND 3

Page 23: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Analysis of Process Classification

Retrospective Analysis of Process Classification 3 persons Each classified 1st 200 ROSIS reports MS Access Database Excluded ( n=21):

Non-process reports (n=16) Non-RT specific reports (n=2) Not completed at Level 1 (n=3)

179 reports for comparison Frequency of use of categories Agreement between persons

Page 24: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Frequency of Categories – Level 1

Pearson Chi-Square 21.494 p<0.05

Pearson Chi-Square 8.134 p=.616

Activity Activity

All Categories

Excl. Tx Preparation

Page 25: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

ROSIS Classification

Actual OutcomeProcess

EventCauses

Severity

Potential OutcomeyesDetection

LESSONS TO LEARN

Page 26: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Comparison between 4 Departments with >50 reports

0%

5%

10%

15%

20%

25%

30%

35%

% o

f d

ep

t re

po

rts

Field design Mark Pt Pt positioning Record Info

Simulation

0%5%

10%15%20%25%30%35%

% o

f d

ept

rep

ort

s

Planning

0%5%

10%15%20%25%30%35%

% o

f d

ep

t re

po

rts

Prescription

0%

5%

10%

15%

20%

25%

30%

35%

% o

f d

ep

t re

po

rts

Unclassified Calc Method Calculation

Dose Calculation

0%5%

10%15%20%25%30%35%

% o

f d

ep

t re

po

rts

Treatment Preparation

0%5%

10%15%20%25%30%35%

% o

f d

ept

rep

ort

s

Treatment Delivery

Dept A

Dept C

Dept E

Dept J

Simulation

Prescription

Planning

Dose Calculation

Tx Preparation

Tx Delivery

Page 27: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

Summary of Classification

Useful tool in collating, analysing and learning from incidents

Role for disciplinary-specific classifications and reporting systems

Compatibility between systems

Not a perfect science

Page 28: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

“Table of casualties” England in the 17th Century

Some categories:

Burnt & ScaldedWolf

Cut of the StoneExecution

Fainted in a bathFalling sickness

Kings EvilLunatickSuddenly

Found dead in the streetsCancer, Gangrene & FistulaKilled by several accidentsStopping of the Stomach

Page 29: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

References... World Health Organisation Patient Safety: Reduction of Adverse Events Through Common

Understanding and Common Reporting Tools. Towards an International Patient Safety Taxonomy: A Review of the Literature on Existing Classification Schemes for Adverse Events and Near Misses, A Draft Framework to Analyze Patient Safety Classifications, and a Draft Comparative Glossary of Patient Safety Terms. Prepared by Jerod M Loeb PhD and Andrew Chang JD MPH Joint Commission on Accrediation of Healthcare Organisations. Geneva: WHO. 2003.

World Alliance for Patient Safety. WHO Draft Guidelines for Adverse Event Reporting and Learning Systems: From Information to Action. Geneva: WHO. 2005.

World Health Organisation. Project to Develop the International Patient Safety Event Taxonomy: Updated Review of the Literature 2003-2005. Prepared by Heather Sherman PhD and Jerod Loeb PhD, Joint Commission for the Accrediation of Healthcare Organisations. Geneva: WHO. 2005.

Thomadsen, B, Lin, S-W. Taxonomic Guidance for Remedial Actions In: Henriksen K, Battles J, Marks E, Lewin D, editors. Advances in patient safety: from research to implementation. Vol. 2, Concepts and methodology. AHRQ Publication No. 05-0021-2., Rockville, MD: Agency for Healthcare Research and Quality. 2005. Available from http://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=aps.section.1796. Accessed 12th July 2006;75-86.

An Organisation with a Memory: Report of an expert group on learning from adverse events in the NHS. An Organisation with a Memory: Report of an Expert Group on Learning from Adverse Events in the NHS 2000.

World Health Organisation (WHO). The Conceptual Framework for the International Classification for Patient Safety (ICPS). Version 1.1. Geneva: WHO. 2009.

International Atomic Energy Agency. IAEA safety glossary: Terminology used in nuclear safety and radiation protection. Vienna. 2007.

Runciman, W, Hibbert, P, Thomson, R, Van Der Schaaf, T, Sherman, H, Lewalle, P. Towards an International Classification for Patient Safety: key concepts and terms. Int J Qual Health Care 2009;21:18-26.

W. van Vuuren / Safety Science 33 (1999) 13±29

Page 30: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

A framework for analysing classification methods WHO 2003

“Is the purpose of the classification fully explained and is it appropriate for its intended use? Preferably, the classification should have been tested on the types of incidents and adverse events to which it will be applied.

Is the classification broad enough for the application, neither capturing too many nor too few data elements? Is it capable of identifying preventative and corrective strategies where this is relevant?

What is the conceptual approach to the classification framework? In other words, which theory in the science of human factors and error and systems failure does it reflect, if any, and is this approach consonant with the orientation of the purpose? Is the theory well established (e.g. Reason’s human error) or is it an idiosyncratic notion that may not correspond to a broader body of knowledge?

Page 31: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

A framework for analysing classification methods WHO 2003

How feasible is the classification to implement? Can it be implemented as a paper-based and electronic on-line incident monitoring system or mapped to data collected from existing reporting systems? Is professional expertise required to apply or interpret the classification instrument? Does it use readily available data (e.g. information already contained in medical records, medicolegal files, complaints, morbidity and mortality data) and will it be readily acceptable to patient safety stakeholders? What useful purposes have been achieved using the classification? Is the classification instrument readily available and is there a cost involved? Above all, are there clear instructions that specify how the data elements are codified?

Page 32: Classification for reporting and learning Joanne Cunningham Trinity College Dublin snichuin@tcd.ie

A framework for analysing classification methods WHO 2003

Is it clear how data derived from the classification are analyzed?

Is it sufficiently sensitive to differentiate similar adverse events with different contributing factors, and is this adequate for the purpose? Is it suitable for recording and tracking errors only, or can it provide detailed information to inform the development of preventative and corrective strategies?

How strong is the available evidence for reliability and validity of the classification instrument? Has it been field tested in the “real world?” How many different incident reporting systems has it been compared with? How many different users have tested the classification instrument, and did they obtain similar results?”