Telephone medicine for internists

Elnicki, D. Michael; Ogden, Paul E.; Flannery, Michael T.; Hannis, Mark D.; Cykert, Sam

doi:10.1046/j.1525-1497.2000.06459.x

Cited by 26 publications

(17 citation statements)

References 44 publications

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“…Although 25% of interactions between physicians and patients occur on the telephone, only 6% of residency programs teach telephone medicine 20,21 . Textbooks, books of protocols, and review articles designed for internists exist but are not widely available to residents and physicians 22–25 . Physicians in practice and in training can benefit from regular review of telephone cases, both for educational purposes and for making practice policies 25 …”

Section: Discussionmentioning

confidence: 99%

“…Textbooks, books of protocols, and review articles designed for internists exist but are not widely available to residents and physicians 22–25 . Physicians in practice and in training can benefit from regular review of telephone cases, both for educational purposes and for making practice policies 25 …”

Section: Discussionmentioning

confidence: 99%

“…20,21 Textbooks, books of protocols, and review articles designed for internists exist but are not widely available to residents and physicians. [22][23][24][25] Physicians in practice and in training can benefit from regular review of telephone cases, both for educational purposes and for making practice policies. 25 Case vignettes such as those presented here can formulate part of a curriculum either in telephone medicine or in medical errors.…”

Section: Discussionmentioning

confidence: 99%

“…[22][23][24][25] Physicians in practice and in training can benefit from regular review of telephone cases, both for educational purposes and for making practice policies. 25 Case vignettes such as those presented here can formulate part of a curriculum either in telephone medicine or in medical errors. A brief curriculum for residents in telephone error prevention might include discussion of typical and challenging cases such as those described in this manuscript, with a focus on identifying specific individual and systems approaches that could reduce or prevent such errors.…”

Section: Discussionmentioning

confidence: 99%

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Preventing communication errors in telephone medicine

Reisman

Brown

2005

J Gen Intern Med

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Errors in telephone communication can result in outcomes ranging from inconvenience and anxiety to serious compromises in patient safety. Although 25% of interactions between physicians and patients take place on the telephone, little has been written about telephone communication and medical mishaps. Similarly, training in telephone medicine skills is limited; only 6% of residency programs teach any aspect of telephone medicine. Increasing familiarity with common telephone challenges with patients may help physicians decrease the likelihood of negative outcomes. We use case vignettes to highlight communication errors in common telephone scenarios. These scenarios include giving sensitive test results, requests for narcotics, managing ill patients who are not sick enough for the emergency room, dealing with late-night calls, communicating with unintelligible patients, and handling calls from family members. We provide management strategies to minimize the occurrence of these errors.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Preventing communication errors in telephone medicine

Reisman

Brown

2005

J Gen Intern Med

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“…Thus, telephone management is a crucial skill in caring for elderly NH residents, but little formal training in telephone management of NH residents is generally offered in geriatric medicine (GM) fellowship programs. No training is often provided for internal medicine (IM) residents, family medicine (FM) residents, or nurse practitioners (NPs) who may provide NH care after completing clinical training . Studies of outpatient telephone‐based curricula have demonstrated improvements in trainee knowledge and abilities, but to the knowledge of the authors, there are no data on effectiveness of training for the on‐call management of NH residents.…”

mentioning

confidence: 99%

“You're Being Paged!” Outcomes of a Nursing Home On‐Call Role‐Playing and Longitudinal Curriculum

Yuasa

Bell

Inaba

et al. 2013

J American Geriatrics Society

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Effectively handling telephone calls about nursing home (NH) residents is an important skill for healthcare professionals, but little formal training is typically provided. The objective of the current study was to describe and evaluate the effectiveness of a novel structured role-playing didactic session followed by an on-call NH longitudinal clinical experience. The effectiveness of the structured role-playing didactic session was compared in different learners, including geriatric medicine fellows (n = 10), family medicine residents and faculty (n = 14), nurse practitioner students (n = 31), and other learners (n = 7). The curriculum focused on common problems encountered while caring for NH residents during on-call periods. Learners rated themselves using an 18-item pre/post questionnaire including five attitude and 13 skills questions, using a 1-to-5 Likert scale. T-tests were used to compare means before and after sessions. Significant improvements were found in overall mean attitudes and skills scores. For all learners, the greatest improvements were seen in "comfort in managing residents at the NH," "managing feeding or gastrostomy tube dislodgement," "identifying different availability of medications, laboratory studies, and procedures in NH," and "describing steps to send NH residents to the emergency department." Geriatric medicine fellows' attitudes and skills improved significantly after the longitudinal clinical experience. The faculty survey demonstrated improved documentation, communication, and fellows' management of on-call problems after curriculum implementation. This novel curriculum used role-playing to provide training for on-call management of NH residents. This curriculum has been successfully disseminated on a national geriatrics educational resource website (POGOe) and is applicable to geriatric medicine fellowships, internal medicine and family medicine residency programs, and other training programs.

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