Mitigating 'Educational Groundhog Day' - The Role of Learner Handoffs Within Clinical Rotations: A Survey of Pediatric Educational Leaders
| Autor: | Jennifer Fuchs, Marta King, Danielle Guffey, Meg Keeley, Erin Pete Devon, Mary E M Rocha |
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| Rok vydání: | 2018 |
| Předmět: |
Adult
Male Models Educational Faculty Medical Attitude of Health Personnel media_common.quotation_subject education Personnel Staffing and Scheduling Workload Pediatrics Dreyfus model of skill acquisition 03 medical and health sciences 0302 clinical medicine 030225 pediatrics Surveys and Questionnaires Humans 030212 general & internal medicine media_common Medical education Stakeholder Clinical Clerkship Limiting Quarter (United States coin) Student education Patient Handoff Service (economics) Pediatrics Perinatology and Child Health Female Psychology |
| Zdroj: | Academic pediatrics. 20(1) |
| ISSN: | 1876-2867 |
| Popis: | Background Medical students decry frequent changes in faculty supervision, leading to the experience of “educational groundhog day.” The discontinuity in supervision, cursory relationships, and uncoordinated feedback impede students’ skill acquisition and delay entrustment decisions. Whereas patient handoff bundles are common, little is known about similarly structured approaches to learner handoffs (LHs). Objective To describe current LH procedures and practices within pediatric clerkships and subinternships and to gauge interest in a future LH bundle. Methods Nine items included in the 2016 Council on Medical Student Education in Pediatrics annual member survey were analyzed using mixed-methods. Results The response rates were 66% (101 of 152) and 40% (165 of 411) for institutions and individuals, respectively. After limiting data to complete responses to programs with traditional block rotations, 54% of individual respondents (76 of 141) identified as inpatient faculty and about a quarter endorsed providing LHs. Inpatient faculty most commonly supervise medical students for 5 to 7 days. Most endorsed needing 1 to 3 days to determine a student's baseline performance and 5 days or more to make entrustment decisions. Three-quarters of inpatient faculty endorsed interest in LHs, while fewer than 16% of course directors currently provide LH expectations. Four themes emerged: instrument features, stakeholder buy-in, impact, and utility. Conclusions Typical inpatient faculty service days approximate the time required for making entrustment decisions about clinical students. While most inpatient faculty desire a LH bundle for use within a clinical rotation, few institutions and faculty currently use LHs. LHs could accelerate entrustment decisions by allowing coordinated feedback that might hasten learner clinical-skill development. |
| Databáze: | OpenAIRE |
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