文章基本信息

标题：Learner handoffs: Attitudes and practices of pediatric hospitalist educators
本地全文：下载
作者：Michael Fishman ; Carolyn H Marcus ; Ariel S Winn 等
期刊名称：MedEdPublish
电子版ISSN：2312-7996
出版年度：2021
卷号：10
期号：1
页码：1-12
DOI：10.15694/mep.2021.000094.1
出版社：Association for Medical Education in Europe (AMEE)
摘要：Introduction: Communication failures during frequent transitions in attending supervision can lead to delayed entrustment, uncoordinated feedback, and arrested professional development for trainees. With structured patient handoffs showing promise in patient outcomes, attention has been paid to learner handoffs (LHs), though little is known about their utilization and effectiveness. The aim of this study was to identify attitudes and practices of pediatric hospitalist educators towards LHs. Methods: An anonymous electronic survey was distributed to members of the American Academy of Pediatrics (AAP) Pediatric Hospital Medicine Educator Listserv. Data was analyzed using mixed-methods. Results: Of 584 eligible educators, 129 (22%) responded. Most respondents (78%) were familiar with LHs, though only 30% reported that they were an expectation of their pediatric hospitalist groups. Only 15% reported using a structured format, and only 10% of educators received any formal training. A handoff of each additional learner was reported to add less than 5 minutes to the overall handoff. The vast majority reported LHs improved their ability to give accurate feedback (93%) and to tailor teaching (89%), while almost half (46%) reported LHs improved patient care. Major qualitative themes for advantages of LHs included better understanding learner capabilities, learner goals/attending expectations, and optimizing feedback. Barriers to implementation included time constraints and potential for bias. Discussion: Despite overwhelmingly positive views regarding teaching and feedback, LHs often remain unstructured, unexpected, and delivered by untrained supervisors. The development of a structured LH tool, in conjunction with faculty buy-in and training, may accelerate trainee professional development, while mitigating any concerns for added bias.