Improving Timely Resident Follow-Up and Communication of Results in Ambulatory Clinics Utilizing a Web-Based Audit and Feedback Module

Abstract

Background Failure to follow up and communicate test results to patients in outpatient settings may lead to diagnostic and therapeutic delays. Residents are less likely than attending physicians to report results to patients, and may face additional barriers to reporting, given competing clinical responsibilities.

Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56

“…This technique might be limited by patient safety issues, since supervisors should not allow adverse outcomes to occur; nevertheless, some interventions using this BCT are effective in medical education (e.g. : webbased audit and feedback module (Boggan et al, 2017)), but were not tested specifically for learners with academic difficulties. Covert learning, understood as a way to imagine performing the wanted/unwanted behaviour, followed by imagining a pleasant/unpleasant consequence, or by prompting observation of the consequences for others when they perform the behaviour, is in some ways a an approach similar to reflective practice, and could probably be useful for learners with academic difficulties.…”

Continuity Clinic Practice Feedback Curriculum for Residents: A Model for Ambulatory Education

“…19,20 Prior studies of resident practice feedback interventions have found largely similar conclusions; practice feedback data in isolation is less effective at affecting quality outcomes 10-12 than those with multifaceted interventions. [5][6][7][8][9]21 Despite modeling these proven strategies, patient outcomes remained largely stable, similar to prior published research demonstrating inconsistent effects of practice feedback on outcomes. 19 However, run charts did demonstrate a nonrandom trend toward improved outcomes when including the first few months of postintervention follow-up.…”

“…4 Most resident feedback studies have focused on inpatient performance metrics; few have utilized ambulatory population health metrics. Interventions that provided residents with practice feedback in conjunction with educational sessions, self-reflection, and involvement in quality improvement have had the most success in improving both process and clinical outcome measures, [5][6][7][8][9] while those that provided residents with their data in isolation have been less successful. 10,11 However, few programs have published the frameworks they used to design and implement a longitudinal and multimodal curriculum addressing practice feedback.…”

Systematic review and narrative synthesis of computerized audit and feedback systems in healthcare

“…Systems that provided immediately updated or “near real-time” feedback resulted in higher engagement and were more likely to report successful outcomes. 21 , 22 , 24 , 26 , 27 , 31 , 33 , 39 , 41 , 44 , 52 , 55 , 57 , 66 , 70 , 71 , 74–77 , 79–83 , 86–88 , 90–92 , 94 , 97 , 102 , 105–107 The timeliness of feedback enabled the data to be viewed as more credible and representative of performance. 21 , 22 , 24 , 26 , 27 , 31 , 33 , 39 , 41 , 44 , 52 , 55 , 57 , 58 , 66 , 70 , 71 , 75 , 76 , 80 , 82 , 83 , 86–88 , 90–92 , 94 , 97 , 101 , …”

“… 21 , 22 , 24 , 26 , 27 , 31 , 33 , 39 , 41 , 44 , 52 , 55 , 57 , 66 , 70 , 71 , 74–77 , 79–83 , 86–88 , 90–92 , 94 , 97 , 102 , 105–107 The timeliness of feedback enabled the data to be viewed as more credible and representative of performance. 21 , 22 , 24 , 26 , 27 , 31 , 33 , 39 , 41 , 44 , 52 , 55 , 57 , 58 , 66 , 70 , 71 , 75 , 76 , 80 , 82 , 83 , 86–88 , 90–92 , 94 , 97 , 101 , 102 , 105–107 Importantly, it was reported as a prerequisit...…”