Student Perceptions of educational handovers

Heidemann, Lauren; Schiller, Jocelyn; Allen, Brittany; Hughes, David T.; Fitzgerald, James T.; Morgan, Helen

doi:10.1111/tct.13327

Cited by 4 publications

(5 citation statements)

References 10 publications

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“…These findings correlate with a learner survey by Heidmann et al 35 in which participants voiced positive LH associations with personal motivation, performance improvement and well-being. In our study, individual enablement and tailored support also featured prominently in the conversation as perceived benefits.…”

Section: Student Perspectives Revealed Positive and Shared Attitudes ...supporting

confidence: 87%

The missing ingredient: Medical student insights to inform and enhance learner handover

Conway,

McKeague,

Harney

2023

The Clinical Teacher

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BackgroundLearner handover (LH) is the passing on of information about students between educators. In light of broad acceptance that LH can improve learner support experiences and performance outcomes, those involved are seeking greater governance to achieve practical, effective handover implementation. Stakeholder consultation can inform and enable the co‐creation of meaningful, robust practice guidance. This study sought to address the gap in literature around in‐depth learner opinion, a key element so far overlooked.MethodsThis qualitative study (2022) investigated undergraduate medical student perspectives on appropriate tutor information‐sharing at the University of Limerick School of Medicine (ULSoM). The findings build upon an educator focus group study published by the authors (2021). Eleven participants were recruited to represent the typical graduate‐entry medical school programme population across years 1–4 of study. Their understanding and expectations of “learner handover” were explored qualitatively, using online, individual, semi‐structured interviews. Inductive transcript coding and thematic data analysis were applied to illustrate learner insights.FindingsEmergent themes included shared values, individual context and collaborative process, with ideas proposed for specific action around student education, staff training, mental health support, and documented procedures.DiscussionConsent, system transparency, data security and the development of positive handover culture were revealed as current needs. Student perspectives, together existing LH literature and highlighted aspects of educational theory, allowed the creation a new conceptual LH framework as a foundation for practice improvement.ConclusionThese findings provide clarity and contextual understanding, mainly from a pre‐clinical phase learner standpoint, with pragmatic suggestions to enhance LH appeal.

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Section: Student Perspectives Revealed Positive and Shared Attitudes ...supporting

confidence: 87%

The missing ingredient: Medical student insights to inform and enhance learner handover

Conway,

McKeague,

Harney

2023

The Clinical Teacher

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“…Given these challenges, a good starting point for new courses is to feed-forward individual learning goals. This is favored by learners, 39 and is in line with the COPA UGRC recommendations, 4 which highlight the importance of individual goal-setting during the TTR. The process of creating educational handovers has been described for learners entering Emergency Medicine, 40 General Surgery, 38 Pediatrics 41 and Obstetrics and Gynecology 42 residency programs.…”

Section: Recommendations For Transition To Residency Course Implement...supporting

confidence: 74%

Transition to Residency Courses: Recommendations for Creation and Implementation

Heidemann,

Rustici,

Buckvar-Keltz

et al. 2024

Journal of Medical Education and Curricular Development

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Transition to Residency (TTR) courses help ease the critical transition from medical school to residency, yet there is little guidance for developing and running these courses. In this perspective, the authors use their expertise as well as a review of the literature to provide guidance and review possible solutions to challenges unique to these courses. TTR courses should be specialty-specific, allow for flexibility, and utilize active learning techniques. A needs assessment can help guide course content, which should focus on what is necessary to be ready for day one of residency. The use of residents in course planning and delivery can help create a sense of community and ensure that content is practical. While course assessments are largely formative, instructors should anticipate the need for remediation, especially for skills likely to be performed with limited supervision during residency. Additionally, TTR courses should incorporate learner self-assessment and goal setting; this may be valuable information to share with learners’ future residency programs. Lastly, TTR courses should undergo continuous quality improvement based on course evaluations and surveys. These recommendations are essential for effective TTR course implementation and improvement.

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“…Learner perspectives on learner handover have been studied infrequently, and usually vis-à-vis formal practices in the transition from undergraduate to postgraduate education. 7,14,33 Our study adds learner perceptions on their real-world experiences with learner handover and also explores learner handover in its multiple forms, and in multiple contexts.…”

Section: Discussionmentioning

confidence: 99%

Having a Bad Day Is Not an Option: Learner Perspectives on Learner Handover

et al. 2023

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Purpose: Learner handover is the sharing of learner-related information between supervisors involved in their education. The practice allows learners to build upon previous assessments and can support the growth-oriented focus of competency-based medical education. However, learner handover also carries the risk of biasing future assessments and breaching learner confidentiality. Little is known about learner handover’s educational impact, and what is known is largely informed by faculty and institutional perspectives. The purpose of this study was to explore learner handover from the learner perspective. Method: Constructivist grounded theory was used to explore learners’ perspectives and beliefs around learner handover. Twenty-nine semi-structured interviews were completed with medical students and residents from the University of Ottawa and University of California, San Francisco. Interviews took place between April and December 2020. Using the constant comparative approach, themes were identified though an iterative process. Results: Learners were generally unaware of specific learner handover practices, although most recognized circumstances where both formal and informal handovers may occur. Learners appreciated the potential for learner handover to tailor education, guide entrustment and supervision decisions, and support patient safety, but worried about its potential to bias future assessments and breach confidentiality. Furthermore, learners were concerned that information-sharing may be more akin to gossip rather than focused on their educational needs and feared unfair scrutiny and irreversible long-term career consequences from one shared mediocre performance. Altogether, these concerns fueled an overwhelming pressure to perform. Conclusions: While learners recognized the rationale for learner handover, they feared the possible inadvertent short- and long-term impact on their training and future careers. Designing policies that support transparency and build awareness around learner handover may mitigate unintended consequences that can threaten learning and the learner-supervisor relationship, ensuring learner handover benefits the learner as intended.

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Student Perceptions of educational handovers

Cited by 4 publications

References 10 publications

The missing ingredient: Medical student insights to inform and enhance learner handover

The missing ingredient: Medical student insights to inform and enhance learner handover

Transition to Residency Courses: Recommendations for Creation and Implementation

Having a Bad Day Is Not an Option: Learner Perspectives on Learner Handover

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