Because little is known about attitudes of primary authors of discharge
summaries in academic institutions, namely trainees and physician assistants
(PAs), we sought to explore values, possible areas for improvement, and interest
in formal discharge summary education. A survey composed of Likert scale
analyses, dichotomous relationships, and open-ended questions was designed using
focus groups and validated via expert committee review. Of 135 total residents
(PGY 1-3), 79 residents and 10 PAs in a large academic hospital in New York City
completed it. Of surveyed trainees, 77.2% reported that quality
discharge summaries are useful in primary care. Interns had less outpatient
experience with discharge summaries compared to PGY 2&3s (23.7%
vs. 63.4%, p< 0.001) and were less comfortable authoring
discharge summaries for patients who were not as familiar to them (47.4%
vs. 24.4%, p=0.04). The majority (54.8%) of interns as
well as all PAs reported never receiving feedback on discharge summaries.
Finally, 63.2% of interns and 90% of PAs responded that formal
teaching would be helpful. Interns' greater discomfort may speak to
their poor understanding of core components of a useful discharge summary, which
teaching sessions may improve. Alternatively, shifting the authorship
responsibility from interns to seniors could be explored as a quality
improvement initiative.