Correction to: Review of Robotic Needle Guide Systems for Percutaneous Intervention.

Sentences under the sections "Needle Guide Systems Based on Imaging Modalities" and "Image Compatibility for Needle Guide Systems" contained incorrect data referred from other articles.

Review of Robotic Needle Guide Systems for Percutaneous Intervention.

Numerous research groups in the past have designed and developed robotic needle guide systems that improve the targeting accuracy and precision by either providing a physical guidance for manual insertion or enabling a complete automated intervention. Here we review systems that have been reported in the last 11 years and limited to straight line needle interventions. Most systems fall under the category of image guided systems as they either use magnetic resonance image, computed tomography, ultrasound or a combination of these modalities for real time image feedback of the intervention path being followed.

Working Together: Addressing Cultural Diversity, Patient Safety, and Quality Care Through an Interprofessional Health Care Course.

An interprofessional course was designed to augment the integration of practice and education in a large, public northeastern university. The schools of medicine, nursing, and social work, along with the associated hospital's quality assurance team, worked together to design curricula aimed at improving quality of care, communication, collaboration, and teamwork. Development and implementation of the elective course resulted in extended discussions among the schools, complementing the university's overall initiative to develop a formal interprofessional educational program.

Effectiveness of an interprofessional patient safety team-based learning simulation experience on healthcare professional trainees.

Background: Although the American Council of Graduate Medical Education (ACGME) mandates formal education in patient safety, there is a lack of standardized educational practice on how to conduct patient safety training. Traditionally, patient safety is taught utilizing instructional strategies that promote passive learning such as self-directed online learning modules or didactic lectures that result in suboptimal learning and satisfaction.

Methods: During the summer of 2015, 76 trainees consisting of internal medicine interns and senior-level nursing students participated in an interactive patient safety workshop that used a flipped classroom approach integrating team based learning (TBL) and interprofessional simulated application exercises.

Teaching Patient Safety Using an Interprofessional Team-Based Learning Simulation Model in Residency Training.

Introduction: Teaching and learning patient safety require demonstration of competencies such as teamwork, communication skills, and recognition of systems error. This patient safety TBL simulation-training program was developed to fulfill core patient safety objectives outlined by the ACGME and ACGME Clinical Learning Environment Review Program. The goal of the program is to enhance patient safety and quality care concepts and facilitate hands-on teamwork skills and core attitudes towards patient safety.