Does Educational Handover Influence Subsequent Assessment?

Abstract

COMMENTS (Including Strengths, Weaknesses and Suggestions for development.Description of performance during the rotation Rudolph spent eight weeks in this rotation during which time he was observed performing three histories and four physical examinations as well as placing a central line. His performance was discussed with all senior residents and attending staff who worked with him during the rotation. He performed overall as expected of an R2 at the beginning of the year. He was reliable and hard-working, his investigation and management plans for common presentations required few adjustments. There were no professionalism lapses. His time management has improved over the course of the rotation and he is becoming more efficient during rounds. Suggestions for developmentRudolph clearly takes his responsibilities to patients seriously, however, he can come off as brusque and somewhat distant to colleagues as well as patients. We suggest that Rudolph work on his rapport building with patients in particular.

Learner handover: Perspectives and recommendations from the front-line

“…Participants agreed to commit approximately 30 min to the study as a whole, which may have led us to recruit supervisors who were less busy or who had an interest in medical education. Compared with a shorter study at the same institution, but in different clinical disciplines [34], we found that our participants were more likely to have growth mindsets (99% versus 88% for clinical reasoning, 71% versus 35% for empathy-data reported elsewhere [17]) than participants in the shorter study, suggesting a potential selection bias. Our sample was nonetheless diverse in terms of its demographic characteristics and its positions on learner handover.…”

“…While understanding supervisor perspectives is critical to successful implementation, discussions regarding learner handover would benefit from robust evidence regarding the observed benefits and harms of learner handover as well as factors influencing their likelihood and extent. The majority of available experimental studies can be found within the educational, social, and organizational psychology literature [ 5 , 35 – 38 ], with a small, but growing, literature in health professions education with mixed results [ 17 , 39 ]. Further studies are needed to understand the potential positive and negative impacts of learner handover in medical education settings.…”

“…Those interested in participating were provided with a link to the study (hosted through LimeSurvey [18]). Following consent, participants completed the experimental component of the study (reported in [17]) and the questionnaire (reported here). All participants who provided their email addresses were given a 100 Can$ (approximately 75 US$) Amazon gift card.…”

“…Data used for this study were drawn from a survey-based questionnaire component of a larger experimental study investigating learner handover in PGME (findings from the experimental study are reported elsewhere [ 17 ]). All components of this study were approved by the Institutional Review Board of the Faculty of Medicine at McGill University (IRB#: A02-B08-17B).…”

Learner handoffs: Attitudes and practices of pediatric hospitalist educators

“…However, the potential benefits to learners, patients, and even faculty (Humphrey-Murto et al, 2020) from LHs might serve to counterbalance these fears (Fuchs et al, 2020;Pangaro, 2008). In fact, a recent randomized controlled study of clinical supervisors demonstrated that the sharing of information between supervisors improved targeted feedback without influencing scores (Dory et al, 2020). Additionally, differences in the vocabulary and expectations of supervisors may be a large contributor to these concerns (Pangaro, 2008).…”