دورية أكاديمية
أعرض في EDS

A randomized trial of an intervention to improve resident-fellow teaching interactions on the wards.

التفاصيل البيبلوغرافية
العنوان: A randomized trial of an intervention to improve resident-fellow teaching interactions on the wards.
المؤلفون: Gupta S; Division of Nephrology, Department of Medicine, Massachusetts General Hospital, 55 Fruit Street, Boston, MA, 02114, USA., Alladina J; Division of Pulmonary and Critical Care Medicine, Department of Medicine, Massachusetts General Hospital, Boston, USA., Heaton K; Department of Medicine, Massachusetts General Hospital, Harvard Medical School, Boston, USA., Miloslavsky E; Division of Rheumatology, Department of Medicine, Massachusetts General Hospital, Yawkey Center for Outpatient Care, Harvard Medical School, 55 Fruit Street, Suite 2C, Boston, MA, 02114, USA. Emiloslavksy@partners.org.
المصدر: BMC medical education [BMC Med Educ] 2016 Oct 20; Vol. 16 (1), pp. 276. Date of Electronic Publication: 2016 Oct 20.
نوع المنشور: Journal Article; Randomized Controlled Trial
اللغة: English
بيانات الدورية: Publisher: BioMed Central Country of Publication: England NLM ID: 101088679 Publication Model: Electronic Cited Medium: Internet ISSN: 1472-6920 (Electronic) Linking ISSN: 14726920 NLM ISO Abbreviation: BMC Med Educ Subsets: MEDLINE
أسماء مطبوعة: Original Publication: London : BioMed Central, [2001-
مواضيع طبية MeSH: Communication* , Fellowships and Scholarships* , Internship and Residency* , Teaching*, Internal Medicine/*education, Humans ; Referral and Consultation ; United States
مستخلص: Background: Subspecialty fellows can serve as a tremendous educational resource to residents; however, there are multiple barriers to an effective resident-fellow teaching interaction in the setting of inpatient consultation. We designed and evaluated a resident-directed intervention to enhance communication and teaching during consultation on the general medicine wards.
Methods: Five medical teams were randomized to receive the intervention over a 3 month period (3 control, 2 intervention teams). The intervention was evaluated with pre and post-intervention surveys.
Results: Fifty-nine of 112 interns completed the pre-intervention survey, and 58 completed the post-intervention survey (53 % response rate). At baseline, 83 % of the interns noted that they had in-person interactions with fellows less than 50 % of the time. 81 % responded that they received teaching from fellows in less than 50 % of consultations. Following the intervention, the percentage of interns who had an in-person interaction with fellows greater than 50 % of the time increased in the intervention group (9 % control versus 30 % intervention, p = 0.05). Additionally, interns in the intervention group reported receiving teaching in more than 50 % of their interactions more frequently (19 % control versus 42 % intervention, p = 0.05). There were no differences in other measures of teaching and communication.
Conclusions: We demonstrate that a time-efficient intervention increased perceptions of in-person communication and the number of teaching interactions between interns and fellows. Further studies are warranted to determine whether such an approach can impact resident learning and improve patient care.
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فهرسة مساهمة: Keywords: Communication*; Fellows*; Inpatient subspecialty consultation*; Internal medicine*; Residents*; Teaching interaction*
تواريخ الأحداث: Date Created: 20161022 Date Completed: 20170223 Latest Revision: 20181113
رمز التحديث: 20231215
مُعرف محوري في PubMed: PMC5072305
DOI: 10.1186/s12909-016-0796-9
PMID: 27765029
قاعدة البيانات: MEDLINE
الوصف
تدمد:1472-6920
DOI:10.1186/s12909-016-0796-9