scholarly journals Standardizing Sign-out With I-PASS Handoff in Family Medicine Residency

PRiMER ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Kento Sonoda ◽  
Lindsay Nakaishi ◽  
Cynthia Salter
Keyword(s):  
Family Medicine ◽  
Observational Study ◽  
Medical Errors ◽  
Inpatient Setting ◽  
Anticipatory Guidance ◽  
Communication Tool ◽  
Patient Handoff ◽  
Family Medicine Residency ◽  
Medicine Service ◽  
The Family

Introduction: Handoff miscommunications are a leading cause of medical errors. A structured handoff is an effective communication tool. We introduced the I-PASS Handoff Bundle for resident sign-out in the inpatient setting. We aimed to reduce preventable adverse events and unexpected floor calls while also improving residents’ confidence and preparedness to care for patients overnight. Methods: We conducted an observational study at a single-site family medicine residency between April 2019 and March 2020. Residents received trainings in the I-PASS standardized handoff through didactic lectures and on-the-job sessions in September and November 2019. We evaluated the effectiveness of the I-PASS Handoff Bundle by comparing pre- and postimplementation data including number of medical errors and unexpected floor calls, along with residents’ reported levels of preparedness and confidence to care for patients overnight.  Results: Prior to the I-PASS intervention, more than half of resident surveys included at least one unexpected floor call whereas postintervention about one-third of resident surveys included unexpected floor calls (P<.05). However, the intervention did not significantly affect residents’ confidence level in caring for patients overnight and residents’ rating of the usefulness of anticipatory guidance for managing night floor calls. We did not identify any medical errors related to communication issues at patient handoff within the family medicine service.      Conclusion: I-PASS intervention significantly reduced unexpected floor calls. However, the intervention did not improve residents’ reported confidence and preparedness to care for patients overnight.

scholarly journals Education in Quality Improvement for Practice in Primary Care During Residency Training and Subsequent Activities in Practice

2014 ◽  
Vol 6 (1) ◽  
pp. 50-54 ◽  
Author(s):  
Peter J. Carek ◽  
Lori M. Dickerson ◽  
Michele Stanek ◽  
Charles Carter ◽  
Mark T. Godenick ◽  
...  
Keyword(s):  
South Carolina ◽  
Quality Improvement ◽  
Family Medicine ◽  
Patient Care ◽  
Patient Centered ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
The Family ◽  
The Impact ◽  
Standardized Curriculum

Abstract Background Quality improvement (QI) is an integral aspect of graduate medical education and an important competence for physicians. Objective We examined the QI activities of recent family medicine residency graduates and whether a standardized curriculum in QI during residency resulted in greater self-reported participation in QI activities in practice after graduation. Methods The family medicine residency programs affiliated with the South Carolina Area Health Education Consortium (N  =  7) were invited to participate in this study. Following completion of introductory educational activities, each site implemented regularly occurring (at least monthly) educational and patient care activities using QI principles and tools. Semiannually, representatives from each participating site met to review project aims and to provide updates regarding the QI activities in their program. To examine the impact of this project on QI activities, we surveyed graduates from participating programs from the year prior to and 2 years after the implementation of the curriculum. Results Graduates in the preimplementation and postimplementation cohorts reported participating in periodic patient care data review, patient care registries, QI projects, and disease-specific activities (57%–71% and 54%–63%, respectively). There were no significant differences in QI activities between the 2 groups except in activities associated with status of their practice as a patient-centered medical home. Conclusions Most but not all family medicine graduates reported they were actively involved in QI activities within their practices, independent of their exposure to a QI curriculum during training.

A Description of a Pharmacotherapy Curriculum in a University-Based Family Medicine Program

1992 ◽  
Vol 26 (7-8) ◽  
pp. 991-994 ◽  
Author(s):  
Kathryn K. Bucci ◽  
Keith A. Frey
Keyword(s):  
Drug Therapy ◽  
Family Medicine ◽  
Teaching Strategies ◽  
Residency Program ◽  
Family Medicine Residency ◽  
Local Schools ◽  
Rational Drug ◽  
The Family ◽  
Comprehensive Curriculum ◽  
Family Medicine Residents

OBJECTIVE: To describe the methods by which a family medicine residency program implements a pharmacotherapy curriculum. The goal of the curriculum is to teach family medicine residents the principles of rational drug therapy. SETTING: A university-based family medicine residency program. TEACHING STRATEGIES: Specific learning objectives are discussed and the following teaching strategies are expanded upon: (1) monthly noon conferences; (2) a printed formulary and pharmacotherapy handbook; (3) a pharmacy and therapeutics committee; (4) policy statements for drug representatives and use of samples; (5) an on-site pharmacy; (6) quarterly newsletter, and (7) inpatient consultation coverage. PHARMACIST ROLE: The role and responsibilities of the pharmacy faculty and pharmacist(s) who implement this curriculum and the methods used to evaluate its effectiveness are also described. The availability and funding of the pharmacy faculty member can sometimes be arranged with local schools of pharmacy seeking clerkship sites. Interaction with pharmacy students also serves to enhance the educational experience of the family medicine residents. CONCLUSIONS: The family medicine program implements a comprehensive curriculum designed to teach family medicine residents the principles of rational drug therapy. The curriculum may be expanded upon as necessary, or, if the entire program is not feasible, certain elements may be extracted and applied in other institutions.

scholarly journals Surveying Applicants to Improve the Family Medicine Residency Interview Day

PRiMER ◽  
2018 ◽  
Vol 2 ◽  
Author(s):  
Jason R. Woloski ◽  
Daniel Schlegel
Keyword(s):  
Family Medicine ◽  
Electronic Communication ◽  
Medical Center ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
Program Support ◽  
The Family ◽  
Penn State ◽  
Communication Methods ◽  
A Current

Introduction: The diversity of family medicine residency programs across the country makes a generalized assessment of applicant preferences and experiences regarding the interview experience difficult. As such, there have been few publications in recent years relating to interview trail trends and modification of the interview day process to meet the needs of applicants. The purpose of this project was to identify applicant preferences and trends among applicants interviewing at Penn State Health’s Milton S. Hershey Medical Center during the 2014-2015 and 2015-2016 application cycles. Methods: Applicants completed a voluntary, anonymous, 16-question multiple-choice survey  during the interview day. Questions explored the preinterview dinner, interview day, and postinterview day communication methods. Results: In total, 67 surveys were collected from 68 eligible candidates (98.5%) in 2014-2015, and 65 surveys from 65 eligible candidates in 2015-2016 (100%) for a total of 132 participants. Applicant preferences focused on use of electronic communication and the importance of interviewing with both the program director and a current resident. Interview day trends experienced by those surveyed emphasized the inclusion of spouses/significant others, program support of hotel costs, frequency of applicant preinterview dinners, and the lack of emphasis on second-look visits.  Conclusion: This study highlights how the utilization of applicant surveys during the interview day may allow family medicine programs to identify trends occurring on the interview trail, while developing an interview day agenda that meets the desires of the applicants the program attracts.

scholarly journals Do Weekly Alerts From a Mobile Application Influence Reading During Residency?

PRiMER ◽  
2017 ◽  
Vol 1 ◽  
Author(s):  
Roland Grad ◽  
Pierre Pluye ◽  
Eric Wong ◽  
Carlos Brailovsky ◽  
Jonathan L. Moscovici ◽  
...  
Keyword(s):  
Family Medicine ◽  
Mobile Application ◽  
Intervention Group ◽  
Clinical Information ◽  
Mobile App ◽  
First Year ◽  
Study Phase ◽  
Family Medicine Residency ◽  
The Family ◽  
Spaced Education

Background: The benefits of “spaced education” have been documented for residents in highly focused specialties. We found no published studies of spaced education in family medicine. In this study, we report on the feasibility of delivering weekly alerts from a mobile application (app) developed for exam preparation, to increase the reading of clinical information in the family medicine residency. Methods Design: This is a 2-phase mixed methods study. Phase one is a quasi-experimental study of resident reading of information related to priority topics in family medicine. Reading was documented by page views in a noncommercial mobile app. Participants: All incoming first-year residents at two university training programs in Canada. The intervention group received one alert per week to priority topics on the app, beginning in their second month of residency. The control group was given access to the same app, but received no alerts. Results: In this paper, we report the phase one preliminary findings. In the intervention group, 81 of 96 first year residents consented. At the control site, 79 of 85 residents consented. After 100 days, intervention group residents had viewed more pages of clinical information across all 99 priority topics (1,546 versus 900) and per topic (15.7 versus 9.1 pages, P < 0.0003). On average, each increase of one visit to the app following a weekly alert was associated with an increase of 3.2 visits to pages of clinical information in the app. Conclusion: A weekly alert delivered via mobile app shows promise with respect to reading in the family medicine residency.

Creation of a family medicine residency blog

2018 ◽  
Vol 53 (5-6) ◽  
pp. 427-435
Author(s):  
Kyle Bradford Jones ◽  
Katherine Fortenberry ◽  
Osman Sanyer ◽  
Rachel Knighton ◽  
Sonja Van Hala
Keyword(s):  
Family Medicine ◽  
Positive Impact ◽  
Vital Signs ◽  
Educational Goals ◽  
Educational Impact ◽  
Family Medicine Residency ◽  
University Of Utah ◽  
The Family ◽  
The University

Objective To describe the process of creating the Family Medicine Vital Signs blog, curated and edited by residents and faculty at the University of Utah Family Medicine Residency Program and to obtain feedback from participants regarding educational impact. Methods Each resident and faculty member contributes at least one blog post per year (with other invited authors), resulting in one post per week on the blog site. An editorial board composed of residents and faculty provides direction and editorial assistance for each post. Residency staff assist in providing authors with reminders and logistical support. A survey was conducted of blog contributors to understand their perceptions of the blog’s educational value. Results The Family Medicine Vital Signs blog was started in July 2014, with 40% (n = 68) of the 170 posts provided by residents, 38.2% (n = 65) by faculty, and 21.8% (n = 37) by invited authors through June 2017. It has averaged nearly 100 unique readers per week and has had 15 posts republished in different venues. The participant survey demonstrated scores above the median-possible score, showing positive impact in support of the educational goals. Conclusion A residency blog provides a venue for educational instruction, supporting physician development of communication skills, community engagement, and advocacy.

scholarly journals Does spaced education improve clinical knowledge among Family Medicine residents? A cluster randomized controlled trial

2021 ◽  
Author(s):  
Roland Grad ◽  
Daniel Leger ◽  
Janusz Kaczorowski ◽  
Tibor Schuster ◽  
Samara Adler ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Family Medicine ◽  
Controlled Trial ◽  
Clinical Knowledge ◽  
Certification Examination ◽  
Family Medicine Residency ◽  
Randomized Controlled ◽  
The Family ◽  
Cluster Randomized ◽  
Spaced Education

AbstractSpaced education is a learning strategy to improve knowledge acquisition and retention. To date, no robust evidence exists to support the utility of spaced education in the Family Medicine residency. We aimed to test whether alerts to encourage spaced education can improve clinical knowledge as measured by scores on the Canadian Family Medicine certification examination. Method: We conducted a cluster randomized controlled trial to empirically and pragmatically test spaced education using two versions of the Family Medicine Study Guide mobile app. 12 residency training programs in Canada agreed to participate. At six intervention sites, we consented 335 of the 654 (51%) eligible residents. Residents in the intervention group were sent alerts through the app to encourage the answering of questions linked to clinical cases. At six control sites, 299 of 586 (51%) residents consented. Residents in the control group received the same app but with no alerts. Incidence rates of case completion between trial arms were compared using repeated measures analysis. We linked residents in both trial arms to their knowledge scores on the certification examination of the College of Family Physicians of Canada. Results: Over 67 weeks, there was no statistically significant difference in the completion of clinical cases by participants. The difference in mean exam scores and the associated confidence interval did not exceed the pre-defined limit of 4 percentage points. Conclusion: Further research is recommended before deploying spaced educational interventions in the Family Medicine residency to improve knowledge.

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