Table 1.

Significant differences in patient safety attitudes between subgroups.

DIFFERENCES ACROSS YEARS OF STUDIES
	Less Advanced Students	More Advanced Students
AlOlayan et al. [22]		SAQ domains Teamwork climate, Safety climate, Perception of management, Work condition (p < 0.01 for all)
Al-Surimi et al. [30]		SAQ domain Teamwork climate (p = 0.001)
Bari et al., 2017 [25]	Positively worded questions on patient safety attitudes (p = 0.006)
De la Tassa et al. [33]		Perception of importance of improvements in techniques and procedures and of involvement in group for patient safety improvement (p < 0.05 for all)
Durani et al. [34]	Individual items “Medical error is a sign of incompetence” (p < 0.001), “It is only important to disclose errors to patients if they have resulted in harm” (p = 0.008)	Individual items “Management is more interested in meeting performance targets than focusing on patient safety issues” (p < 0.001), “My suggestions about patient safety would be acted upon if I expressed them to management” (p < 0.001), “I know the proper channels to direct questions regarding patient safety” (p < 0.001), “The senior managers in my hospital listen to me and care about my patient safety concerns” (p < 0.001), “The senior doctors in my department listen to me and care about my patient safety concerns” (p = 0.002), “I would feel safe here being treated as an inpatient” (p = 0.004)
Gropelli and Shanti [36]	Individual items “As a student, I have a safety focus for my patient” (p < 0.020), “My patient has a safety focus for my shift” (p < 0.028), “My clinical instructor focuses on safety issues” (p < 0.039), “Students are informed about errors that happened during the semester” (p < 0.021)
Kiesewetter et al. [37]	APSQ scale Error reporting confidence (p < 0.000)
Liu et al. [42]	APSQ domains Working hours as an error cause and Teamwork (p < 0.05)	APSQ domain Error inevitability (p < 0.05)
Nadarajan et al. [20]	APSQ domain Disclosure responsibility (p = 0.002)	APSQ domain Error reporting confidence (p = 0.001), Professional incompetence (p < 0.001)
Shah et al. [46]		Individual items “There is no need to report a near miss event” (p = 0.01), “Only physicians can determine the cause of medical errors” (p < 0.001), “Most errors are not related to physicians” (p = 0.04)
Sorokin et al. [47]		Work efficiency (Reduction of adverse events by establishing 80-h workweek) (p = 0.03) Comfort in disclosure discussions (p < 0.01)
DIFFERENCES BETWEEN GENDERS
	Women	Men
AlOlayan et al. [22]	SAQ domain Stress recognition (p = 0.004)
Alwhaibi et al. [13]	APSQ domains Patient safety training received, Error reporting confidence, Working hours as error cause, Error inevitability, Team functioning, Patient involvement in reducing errors (p < 0.05)	APSQ domain Professional incompetence as error (p < 0.05)
Escher et al. [35]	APSQ domains Disclosure responsibility (p < 0.001); Team functioning (p = 0.029)
Nadarajan et al. [20]	APSQ domain Professional incompetence as error (p = 0.012)	APSQ domain Error reporting confidence (p = 0.002)
Nabilou et al. [40]		Interest in patient safety education (p = 0.001)
DIFFERENCES ACROSS SPECIALTIES
	Dentistry Students	Dental Hygiene Students
Al-Surimi et al. [30]	SAQ domains Teamwork climate, Safety climate, Job satisfaction, Stress recognition, Perceived management support, Working conditions (p < 0.04)
	Surgical Students/Trainees	Medical Students/Trainees
Bowman et al. [31]		Teamwork (p < 0.05)
Durani et al. [34]		Individual items “The number of hours doctors work increases the likelihood of making errors” (p = 0.035), “Medical error is a sign of incompetence” (p < 0.00), “Learning about patient safety is not as important as learning other more skill-based aspects of being a doctor” (p < 0.001), “It is only important to disclose errors to patients if they have resulted in harm”, (p < 0.00)
	Nursing/Midwifery Students	Medical Students
Nabilou et al. [43]	Interest in patient safety education (p = 0.0017) Attitude towards patient safety (p = 0.001)