I-PASS, a Mnemonic to Standardize Verbal Handoffs

Starmer, Amy J.; Spector, Nancy D.; Srivastava, Rajendu; Allen, April D.; Landrigan, Christopher P.; Sectish, Theodore C.

doi:10.1542/peds.2011-2966

Cited by 263 publications

(211 citation statements)

References 7 publications

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“…While several methods of teaching and evaluating handoffs have been previously described in the literature, 16,19,20,24,25 this study is the first to utilize a multi-patient, simulation-based assessment targeting incoming residents. Our results suggest that this may be a promising strategy to provide continuity in handoff training during the transition from undergraduate to graduate medical education and to identify incoming residents in need of additional practice.…”

Section: Discussionmentioning

confidence: 99%

“…Each behavior was chosen after careful review and deliberation of well-publicized work in this area, 16,[19][20][21] previously validated tools to evaluate handoffs such as the Hand-off CEX, 22 and the recommendations for handoffs outlined by the Society of Hospital Medicine. 23 Four of these behaviors were directly taken from the Handoff CEX.…”

Section: Program Descriptionmentioning

confidence: 99%

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The Modified, Multi-patient Observed Simulated Handoff Experience (M-OSHE): Assessment and Feedback for Entering Residents on Handoff Performance

et al. 2016

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BACKGROUND: Despite the identification of transfer of patient responsibility as a Core Entrustable Professional Activity for Entering Residency, rigorous methods to evaluate incoming residents' ability to give a verbal handoff of multiple patients are lacking. AIM: Our purpose was to implement a multi-patient, simulation-based curriculum to assess verbal handoff performance. SETTING: Graduate Medical Education (GME) orientation at an urban, academic medical center. PARTICIPANTS: Eighty-four incoming residents from four residency programs participated in the study. PROGRAM DESCRIPTION: The curriculum featured an online training module and a multi-patient observed simulated handoff experience (M-OSHE). Participants verbally Bhanded off^three mock patients of varying acuity and were evaluated by a trained Breceiver^using an expertinformed, five-item checklist. PROGRAM EVALUATION: Prior handoff experience in medical school was associated with higher checklist scores (23 % none vs. 33 % either third OR fourth year vs. 58 % third AND fourth year, p = 0.021). Prior training was associated with prioritization of patients based on acuity (12 % no training vs. 38 % prior training, p = 0.014). All participants agreed that the M-OSHE realistically portrayed a clinical setting. CONCLUSIONS: The M-OSHE is a promising strategy for teaching and evaluating entering residents' ability to give verbal handoffs of multiple patients. Prior training and more handoff experience was associated with higher performance, which suggests that additional handoff training in medical school may be of benefit.KEY WORDS: medical education; medical student and residency education; communication skills.

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Section: Discussionmentioning

confidence: 99%

Section: Program Descriptionmentioning

confidence: 99%

The Modified, Multi-patient Observed Simulated Handoff Experience (M-OSHE): Assessment and Feedback for Entering Residents on Handoff Performance

et al. 2016

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“…I-PASS is a mnemonic: I for illness severity, P for patient summary, A for action list, S for situation awareness and contingency planning, S for synthesis by receiver (readback). Starmer et al 16 described the details of I-PASS elsewhere.…”

Section: Handoffsmentioning

confidence: 99%

Year in Review 2014: Patient Safety

Hess

2015

Respir Care

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“…the effects on patient safety, resident experience, and diverse care processes of implementing a bundle of interventions designed to improve handoffs at change of shift. 18,19 It is one of the first multicenter educational improvement projects of its kind. Given the commonalities between change-of-shift handoffs in pediatrics and other fields, and the commonalities between different types of handoffs in the inpatient and outpatient setting, I-PASS may yield communication and improvement lessons that extend beyond the confines of the study population itself.…”

Section: Phis1mentioning

confidence: 99%