Topics	HFE Principles	Application
Checklist design	Content of checklist (Degani and Wiener 1993; Evans and Dodge 2010; Hales et al. 2008; Herring, Desai and Caldwell 2011; Winters et al. 2010) ○Avoiding long checklist ○Presenting the most important items only ○Listing the most critical items at the beginning of the checklist ○Including appropriate institutional logos or letterheads	Prioritizing best practices for rounds and including 8 of them in checklist Keeping checklist items concise Placing hospital logo at top of checklist
	Format of checklist (Degani and Wiener 1993; Evans and Dodge 2010; Hales et al. 2008; Herring, Desai and Caldwell 2011; Thomassen et al. 2011; Winters et al. 2010) ○Using clear, equally spaced and bold fonts for letter differentiation and reading comprehension ○Using colors to distinguish different sections (e.g., using yellow to color essential domains and leaving domains that applied only to some patients in white) ○Using colors that are consistent with those commonly used in the intended environment (e.g., using red that is commonly associated with emergency situations to only highlight text that is urgent information) ○Printing checklist on one side of the paper only	Adjusting size of checklist to fit in physician gown pockets Using large font size to ensure readability of checklist Using bold to highlight key points of each checklist item Laminating checklist Printing checklist on one side and tips for using checklist on the other side
	Roles related to checklist (Herring, Desai and Caldwell 2011; Lingard et al. 2005; Mahajan 2011; Vats et al. 2010; World Alliance for Patient Safety 2008) ○Clarifying the role of each user group ○Assigning a single person as the checklist coordinator who is responsible for leading the checklist process, checking off items, reporting any omissions, and having them corrected ○Deciding who should initiate the checklist and maintaining shared responsibility for completion	Assigning checklist holder role to most appropriate person (e.g., depending on service and workload) Clarifying various roles related to checklist: checklist holder (e.g., ensuring healthcare team members perform all checklist items), attending physician (e.g., reminding healthcare team members to perform checklist items), and other healthcare team members (e.g., performing checklist items).
	Workflow associated with checklist (Winters et al. 2010; World Alliance for Patient Safety 2008) ○Determining the location of checklist prior to checklist design ○Designing checklist based on users’ needs and the realities of their work ○Grouping checklist domains into sections that fit with users’ work pattern ○Sequencing items in accordance to other agents from which inputs are required and to the flow of real-time user activities ○Incorporating the use of checklist into the workflow with maximum efficiency and minimum disruption	Adapting checklist to different services Using checklist as a visual cue, instead of checking off checklist items for every patient Sequencing checklist items in accordance to workflow of rounds
Checklist implementation	Stakeholder involvement (Evans and Dodge 2010; Hales et al. 2008; Thomassen et al. 2011; Winters et al. 2010) ○Involving end users, content experts and HFE experts on the design team ○Involving all stakeholders (e.g., end users, head of department, indirectly affected parties) in the checklist design and implementation process	Creating IIT consisting with different FCR stakeholders and HFE researchers
	Pilot test (Hales et al. 2008; Lingard et al. 2005; Lingard et al. 2008; Winters et al. 2010) ○Performing rigorous pilot testing before full-scale implementation ○Paying close attention to usability (e.g., completion time, potential negative effects on caregivers’ work and patient safety, feedback from potential users) ○Validating prototypes in simulated clinical environment ○Assessing and optimizing the feasibility of checklist in a particular context	Conducting a pilot study of checklist on different services Refining checklist based on pilot study results Identifying barriers and developing solutions to facilitate use of checklist
	Training (Hales et al. 2008; Lingard et al. 2008; Mahajan 2011; Vats et al. 2010) ○Developing a training plan ○Showing video of best practices to team members individually and in groups ○Addressing practical issues directly (e.g., confusion about who should lead each section of the checklist) ○Incorporating broader training in HFE and team building ○Training in the field to encourage use and answer questions	Providing training for using checklist to attending, fellow and senior resident physicians Using didactic presentation to explain how to perform each checklist item Using role-play simulation to provide opportunities for practicing use of checklist
	Champions (Lingard et al. 2005; Lingard et al. 2008; Mahajan 2011; Thomassen et al. 2010; Vats et al. 2010) ○Holding stakeholder meetings and building rapport ○Securing local champions who commit and support the implementation of checklist	Having FCR stakeholders on IIT to champion checklist implementation
	Continuous improvement (Hales et al. 2008; Lingard et al. 2005; Thomassen et al. 2011; Vats et al. 2010; Winters et al. 2010) ○Collecting feedback from users continuously ○Maintaining a dynamic and up-to-date checklist ○Building a culture where users feel that their feedback is valuable to the organization ○Auditing and providing users feedback on compliance with checklist	Collecting and providing feedback on use of checklist to users