Implementation of a Novel, Resident-Led, Nocturnal Curriculum.
| Autor: | Golbus JR, Manly DA, Wonneberger KA, Hanff TC, Murphy KM, Wang DS, McKee SG, Bellini L |
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| Jazyk: | angličtina |
| Zdroj: | Journal of graduate medical education [J Grad Med Educ] 2015 Sep; Vol. 7 (3), pp. 417-21. |
| DOI: | 10.4300/JGME-D-14-00735.1 |
| Abstrakt: | Background: Duty hour restrictions for resident physicians have led to radical changes in graduate medical education, including a shift to more night float rotations. These rotations have been viewed by residents as predominantly service focused with little opportunity for formalized education. Objective: To develop and deliver a resident-driven, nocturnal curriculum to enhance the educational content and value of night float rotations. Methods: The Hospital of the University of Pennsylvania is a 695-bed, tertiary care academic medical center. Upper-level internal medicine residents developed and peer-reviewed case-based scripts designed to be delivered in 15- to 20-minute teaching sessions. We evaluated the quality of teaching using anonymous, free-response surveys. Results: Twenty-four scripts were developed that explored the differential diagnoses, diagnostic pitfalls, and management of clinical problems that interns frequently encounter on night float rotations. Of 83 eligible residents, 45 (54%) responded to the survey. Teaching occurred an average of 4 nights per week and was uniformly viewed as high yield and topical by night float interns. Conclusions: A resident-driven, nocturnal curriculum was implemented through the use of case-based teaching scripts, allowing for delivery of a standardized curriculum that capitalizes on the teaching opportunities afforded by the night shift. This intervention may serve as a model for nocturnal education in other departments and institutions. |
| Databáze: | MEDLINE |
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