Mark Daly is the Director of Education at the McGill University Health Centre in Montreal, and previously held the position of Patient Safety Officer since the position was created in 2005. He joined the MUHC in 1983 after completing his training as a Registered Respiratory Therapist. He worked in the Department of Anesthesia for twenty years. Mark has worked as a Planner and Quality Advisor. Mark holds a faculty position in the McGill University Faculty of Medicine where he teaches the medical, nursing, and occupational and physical therapy students.
In addition to these responsibilities, he is also working with the Quebec Health and Social Services Ministry as a facilitator for their human factors and patient safety-training program.
At a national level, Mark works with the Canadian Patient Safety Institute as a faculty member for the Canadian Patient Safety Officer Course, contributor in the Delivering Patient Safety DVD learning series, member of the Safety Competencies Framework initiative, and is a Master Facilitator for the Patient Safety Education Project - Canada.
Vision for patient safety in Canada:
My vision for patient safety in Canada is one where the discourse has changed from discussing how to implement a culture of safety to how to sustain a culture of safety. One of the key drivers for this change centers on the synergy of the interdisciplinary team and how it can best function to minimize risk and improve patient safety.
Vision for patient safety education in Canada:
One of the key components to achieving this vision is education. Education can be accomplished in a variety of ways. Experiential learning using different simulation techniques, stories, and a focus on interdisciplinary teaching are key components to sustainable learning and changes in practice that will improve patient safety. Patient safety theory must be integrated into all medical curricula. As educators we need to help provide the content, as health care professionals we need to role-model behavior and provide an opportunity for application of the theory in a clinical environment.