A longitudinal approach to handoff training.
A longitudinal approach to handoff training.
复制标题
切换训练的纵向方法。
DOI：
10.1001/virtualmentor.2012.14.5.medu1-1205
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Arora,VineetM
中科院分区：
文献类型：
--
作者：
Farnan,JeanneM;Arora,VineetM
Transitions of patient care, or handoffs, between members of the medical team have often been hampered by communication failures, near-miss events, and environmental barriers [1, 2]. Consequently, the handoff has repeatedly been the subject of a Joint Commission National Patient Safety Goal requiring hospitals to implement a standardized, structured approach to handoff communication and provide an opportunity for physicians to ask and respond to questions about a patient’s care [3]. Meeting this goal is particularly challenging for academic teaching hospitals, given that few medical trainees receive formal training on handoffs [4] and there is more need for communication among a large number of allied health professionals and subspecialty consultants. The Institute of Medicine has therefore recommended that all resident physicians receive formal training in how to execute a safe and effective handoff.In its most recent (July 2011) iteration of work-hour regulations, the Accreditation Council for Graduate Medical Education (ACGME) further limited shift duration for first-year trainees (PGY-1) to 16 hours, compounding concerns about transitions. But explicit language in the new ACGME regulations also mandates that trainees receive education about handoffs and that residency training programs assess handoff quality [5]. However, there is a lack of both validated tools for the assessment of handoff quality and innovative materials for trainee education. Review of the literature in medical education confirms that the use of video-based education and standardized patient environments increases learner satisfaction and improves the fidelity of the experience.
