Feedback and Assessment Tools for Handoffs: A Systematic Review

Davis, Joshua; Roach, Catherine; Elliott, Cater; Mardis, Matthew; Justice, Ellen; Riesenberg, Lee Ann

doi:10.4300/jgme-d-16-00168.1

Cited by 36 publications

(23 citation statements)

References 46 publications

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“…The most commonly identified assessment need was a useful tool, which mirrors our finding that few programs actually use one for communication assessment. One reason may be that although there are many different communication tools reported, 18,19 many have limited validity evidence, making it difficult for programs to identify the most useful and relevant one(s). A high-quality, relevant assessment tool may aid not only in summative assessment, but more importantly in formative assessment, providing rich feedback for learners.…”

Section: T a G G E D H 2 Qualitative Resultst A G G E D E N Dmentioning

confidence: 99%

Look Who's Talking: A Survey of Pediatric Program Directors on Communication Skills Education in Pediatric Residency Programs

Reed¹,

Frey-Vogel²,

Frost³

2020

Academic Pediatrics

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OBJECTIVE: To determine current practices for communication skills curriculum and assessment in pediatric residency programs and to identify programs' greatest needs regarding communication curricula and assessment. METHODS: We surveyed pediatric residency program directors about their programs' approach to teaching and assessing residents' communication skills and how satisfied they were with their curricula and assessment of competence. Respondents were asked about their programs' greatest needs for teaching and assessing communication skills. RESULTS: Response rate was 41% (82/202). Most programs did teach communication skills to residents; only 14% provided no formal training. Programs identified various 1) educational formats for teaching communication skills, 2) curricular content, and 3) assessment methods for determining competence. Many programs were less than satisfied with their curriculum and the accuracy of their assessments. The greatest programmatic need regarding curricula was time, while the greatest need for assessment was a tool. CONCLUSIONS: While teaching and assessment of communication skills is common in pediatric residency programs, it is inconsistent and variable, and many programs are not satisfied with their current communication training. There is need for development of and access to appropriate and useful curricula as well as a practical tool for assessment which has been evaluated for validity evidence.

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Section: T a G G E D H 2 Qualitative Resultst A G G E D E N Dmentioning

confidence: 99%

Look Who's Talking: A Survey of Pediatric Program Directors on Communication Skills Education in Pediatric Residency Programs

Reed¹,

Frey-Vogel²,

Frost³

2020

Academic Pediatrics

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“…This is done by using feedback, interactive elements, and assessments. Therefore, these instruments not only seem to have been effective in published reports [37,38], but are also grounded in theory.…”

Section: Discussionmentioning

confidence: 99%

A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation

Leeuw¹,

Scheele²,

Walsh

et al. 2019

JMIR Med Educ

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BackgroundDigital education tools (e-learning, technology-enhanced learning) can be defined as any educational intervention that is electronically mediated. Decveloping and applying such tools and interventions for postgraduate medical professionals who work and learn after graduation can be called postgraduate medical digital education (PGMDE), which is increasingly being used and evaluated. However, evaluation has focused mainly on reaching the learning goals and little on the design. Design models for digital education (instructional design models) help educators create a digital education curriculum, but none have been aimed at PGMDE. Studies show the need for efficient, motivating, useful, and satisfactory digital education.ObjectiveOur objective was (1) to create an empirical instructional design model for PGMDE founded in evidence and theory, with postgraduate medical professionals who work and learn after graduation as the target audience, and (2) to compare our model with existing models used to evaluate and create PGMDE.MethodsPreviously we performed an integrative literature review, focus group discussions, and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After we created the initial 9-step plan, we compared these steps with other models reported in the literature.ResultsThe final 9 steps were (1) describe who, why, what, (2) select educational strategies, (3) translate to the real world, (4) choose the technology, (5) complete the team, (6) plan the budget, (7) plan the timing and timeline, (8) implement the project, and (9) evaluate continuously. On comparing this 9-step model with other models, we found that no other was as complete, nor were any of the other models aimed at PGMDE.ConclusionsOur 9-step model is the first, to our knowledge, to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a 3-domain model (motivate, learn, and apply) to an instructional design model that can help every educator in creating efficient, motivating, useful, and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as education), others (such as budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them.

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“…Appropriate handoff procedures improve patient outcomes through reduction of medical errors, recognition of unsolved problems, and improvement of patient satisfaction [ 18 , 19 ]. Standard reporting systems identifying potentially high-risk patients are considered an efficient method of transitioning care but lack external comparisons and validation [ 20 ].…”

Section: Discussionmentioning

confidence: 99%

Standardized Reporting System Use During Handoffs Reduces Patient Length of Stay in the Emergency Department

et al. 2018

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BackgroundEmergency department (ED) shift handoffs are potential sources of delay in care. We aimed to determine the impact that using standardized reporting tool and process may have on throughput metrics for patients undergoing a transition of care at shift change.MethodsWe performed a prospective, pre- and post-intervention quality improvement study from September 1 to November 30, 2015. A handoff procedure intervention, including a mandatory workshop and personnel training on a standard reporting system template, was implemented. The primary endpoint was patient length of stay (LOS). A comparative analysis of differences between patient LOS and various handoff communication methods were assessed pre- and post-intervention. Communication methods were entered a multivariable logistic regression model independently as risk factors for patient LOS.ResultsThe final analysis included 1,006 patients, with 327 comprising the pre-intervention and 679 comprising the post-intervention populations. Bedside rounding occurred 45% of the time without a standard reporting during pre-intervention and increased to 85% of the time with the use of a standard reporting system in the post-intervention period (P < 0.001). Provider time (provider-initiated care to patient care completed) in the pre-intervention period averaged 297 min, but decreased to 265 min in the post-intervention period (P < 0.001). After adjusting for other communication methods, the use of a standard reporting system during handoff was associated with shortened ED LOS (OR = 0.60, 95% CI 0.40 - 0.90, P < 0.05).ConclusionsStandard reporting system use during emergency physician handoffs at shift change improves ED throughput efficiency and is associated with shorter ED LOS.

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Feedback and Assessment Tools for Handoffs: A Systematic Review

Abstract: Background Resident handoff communication skills are essential components of medical education training. There are no previous systematic reviews of feedback and evaluation tools for physician handoffs.

Cited by 36 publications

References 46 publications

Look Who's Talking: A Survey of Pediatric Program Directors on Communication Skills Education in Pediatric Residency Programs

Look Who's Talking: A Survey of Pediatric Program Directors on Communication Skills Education in Pediatric Residency Programs

A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation

Standardized Reporting System Use During Handoffs Reduces Patient Length of Stay in the Emergency Department

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