The Prevention of Medical Errors Using a Strategy-Driven Approach

Mark Strait

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ASHA Course Number: ACEF0413
Course Credits: 0.2 (2 hours) ASHA CEUs – Intermediate level, Professional area
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Please note: Your cumulative time in the course must be greater or equal to the course hours for you to receive course credit. Please make sure to view the video(s) in its entirety.

This course is to facilitate therapists in their everyday dedication to their clients and services in the workplace with the understanding that “To Err…” is most certainly part of the human element in our field. The purpose of the presentation is to build on that acceptance foundation so we can be better informed to all aspects of potential error, know what is in our scope of ethical practice, and learn additional proven evidence-based strategies to reduce or prevent the same errors in future. By further understanding this core principal ”To Err is Human” we can face the daily challenges and bring a better commitment to working toward team efforts and shared advocacy for best practice error prevention together.

Instructor Information

Lisa Rock
Lisa Rock, M.A., CCC-SLP, is in her 10th year as Area Supervisor for EBS Healthcare in Florida. She has presented on a number of topics in her past and present supervisory roles on topics relating to Responding to Intervention, Transitioning into the Clinical Fellowship Experience, Providing Educationally Relevant Services, Preventing Medical Errors, and Making the Language Reading Connection as these topics relate to the roles and responsibilities of school-based Speech-Language Pathologists. Her current professional focus is on providing strategies and supports to therapists across Florida. Lisa has received several Honors of the Association Awards for the services that she has provided as a Board member of the Florida Speech-Language Pathologists and Audiologists Association (FLASHA) as Vice President of Governmental Education and as Board membership for the Jacksonville Area Speech-Language Pathologists Association (JASPA). Her work on the FLASHA Board resulted in the organization receiving two ASHA grants to support advocacy and next-generation information share to membership. Additionally, she has served on a variety of committees for these associations as well as for the Duval County School District. Lisa has developed and presented at many district trainings, a summer institute, online courses, and at FLASHA convention on topics relating to best practice service and support in the school setting. She is a member of the American Speech-Language and Hearing Association (ASHA), an ASHA affiliate for SIG I – Language Learning and Education, SIG 11 – Administration and Supervision, and SIG 16 School-based Issues as well as an ASHA ACE Award Recipient, recent ASHA Leadership Mentor, and past ASHA S.T.E.P. Mentor Participant for several years. She is currently licensed as a Speech-Language Pathologist in the State of Florida.

Financial Disclosure: Other than being paid as an employee of EBS Healthcare, Mrs. Rock has no other relevant financial relationships to disclose.

Non-Financial Disclosure: Mrs. Rock has no other non-financial information to disclose.

Laura Hum
Laura Hum, M.A., CCC-SLP, is a Speech-Language Pathologist who has worked both nationally and internationally. In her current role, she is the Area Lead Mentor for EBS Healthcare in Manatee County, Florida. Her responsibilities in this capacity include, but are not limited to: Acting as liaison between EBS and the school district SLP coordinator, she is an in-county Clinical Fellow mentor, while also providing strategies and facilitating support (that relate to the roles and responsibilities that exist within the school-based setting) to Clinical Fellows and EBS SLPs. Based on her knowledge-set and experience, she was chosen by her school district to present on the role of the SLP as an in-service to her school district. Laura has participated and volunteered in the pilot years of EBS United’s Volunteer Merida, Mexico program and the Immersion program in Costa Rica. Outside of Florida, Laura spent summers in Delaware providing educational support and interventions to children with moderate to severe autism in the State-funded Delaware Autistic Program. Her background in Linguistics and Applied Language Studies provided her opportunities to teach English as a Second Language in South Korea for over two years, an experience that helped form her interest in becoming an SLP. She is a member of the American Speech-Language-Hearing Association (ASHA), an ASHA SIG 11 Affiliate, SIG 15 Affiliate, and SIG 16 Affiliate and an ACE awardee. Laura is a graduate of the Edinboro State University of Pennsylvania and is currently licensed in both Florida and Delaware.

Financial Disclosure: Other than being paid as an employee of EBS Healthcare, Mrs. Hum has no other relevant financial relationships to disclose.

Non-Financial Disclosure: Mrs. Hum has no other non-financial information to disclose.

Learner Objectives

At the conclusion of this course learners will be able to:

  1. define and identify types of medical and practice errors in varied service settings.
  2. demonstrate precise knowledge of potential errors to focus on in our workplaces
  3. identify new strategies to use in the workplace to prevent errors.
  4. indentify go-to tools to support managing and preventing future errors.


  • 0 – 5 minutes – Introductions and learning outcome review
  • 5 – 10 minutes – We all err so how do we define it in our workplace
  • 10 – 15 minutes – Joint Commission on Quality and Safety update
  • 15 – 25 minutes – Common medical and practice errors in the workplace
  • 25 – 35 minutes – Plan of action and goal setting
  • 35 – 40 minutes – Accountability for error
  • 40 – 50 minutes – The ASHA Ethics behind error and our responsibilities in practice
  • 50 – 55 minutes – Steps toward prevention
  • 55 – 65 minutes – Positive steps with teamwork
  • 65 – 70 minutes – Application in our scope of practice
  • 70 – 100 minutes – Scenarios with cause and prevention strategies
  • 100 – 110 minutes – Strategies toward increased teamwork
  • 110 – 115 minutes – Focus on patients rather than paperwork
  • 115 – 120 minutes – Review and wrap-up