BACKGROUND: Studies examining the effects of computerized order entry (CPOE) on medication ordering errors demonstrate that CPOE does not consistently prevent these errors as intended. We used the Agency for Healthcare Research and Quality (AHRQ) Network of Patient Safety Databases (NPSD) to investigate the frequency and degree of harm of reported events that occurred at the ordering stage, characterized by error type. MATERIALS AND METHODS: This was a retrospective observational study of safety events reported by healthcare systems in participating patient safety organizations from 6/2010 through 12/2020. All medication and other substance ordering errors reported to NPSD via common format v1.2 between 6/2010 through 12/2020 were analyzed. We aggregated and categorized the frequency of reported medication ordering errors by error type, degree of harm, and demographic characteristics. RESULTS: A total of 12 830 errors were reported during the study period. Incorrect dose accounted for 3812 errors (29.7%), followed by incorrect medication 2086 (16.3%), and incorrect duration 765 (6.0%). Of 5282 events that reached the patient and had a known level of severity, 12 resulted in death, 4 resulted in severe harm, 45 resulted in moderate harm, 341 resulted in mild harm, and 4880 resulted in no harm. CONCLUSION: Incorrect dose and incorrect drug orders were the most commonly reported and harmful types of medication ordering errors. Future studies should aim to develop and test interventions focused on CPOE to prevent medication ordering errors, prioritizing wrong-dose and wrong-drug errors.

Learning to read in a second language is challenging, but highly rewarding. For low-income children in developing countries, this task can be significantly more challenging because of lack of access to high-quality schooling, but can potentially improve economic prospects at the same time. A synthesis of research findings suggests that practicing recalling and vocalizing words for expressing an intended meaning could improve word reading skills - including reading in a second language - more than silent recognition of what the given words mean. Unfortunately, many language learning software do not support this instructional approach, owing to the technical challenges of incorporating speech recognition support to check that the learner is vocalizing the correct word. In this paper, we present results from a usability test and two subsequent experiments that explore the use of two speech recognition-enabled mobile games to help rural children in India read words with understanding. Through a working speech recognition prototype, we discuss two major contributions of this work: first, we give empirical evidence that shows the extent to which productive training (i.e. vocalizing words) is superior to receptive vocabulary training, and discuss the use of scaffolding hints to ""unpack"" factors in the learner's linguistic knowledge that may impact reading. Second, we discuss what our results suggest for future research in HCI.