A randomized trial of an intervention to improve resident-fellow teaching interactions on the wards

BMC Medical Education

Research Article

Kevin Heaton¹  Shruti Gupta²  Jehan Alladina³  Eli Miloslavsky⁴ 

[1] Department of Medicine, Massachusetts General Hospital, Harvard Medical School, Boston, USA;Division of Nephrology, Department of Medicine, Massachusetts General Hospital, 55 Fruit Street, 02114, Boston, MA, USA;Division of Pulmonary and Critical Care Medicine, Department of Medicine, Massachusetts General Hospital, Boston, USA;Division of Rheumatology, Department of Medicine, Massachusetts General Hospital, Yawkey Center for Outpatient Care, Harvard Medical School, 55 Fruit Street, Suite 2C, 02114, Boston, MA, USA;

关键词: Inpatient subspecialty consultation;    Internal medicine;    Fellows;    Residents;    Teaching interaction;    Communication;   

DOI  :  10.1186/s12909-016-0796-9

 received in 2016-05-19, accepted in 2016-10-08,  发布年份 2016

来源: Springer

【 摘 要 】

BackgroundSubspecialty fellows can serve as a tremendous educational resource to residents; however, there are multiple barriers to an effective resident-fellow teaching interaction in the setting of inpatient consultation. We designed and evaluated a resident-directed intervention to enhance communication and teaching during consultation on the general medicine wards.MethodsFive medical teams were randomized to receive the intervention over a 3 month period (3 control, 2 intervention teams). The intervention was evaluated with pre and post-intervention surveys.ResultsFifty-nine of 112 interns completed the pre-intervention survey, and 58 completed the post-intervention survey (53 % response rate). At baseline, 83 % of the interns noted that they had in-person interactions with fellows less than 50 % of the time. 81 % responded that they received teaching from fellows in less than 50 % of consultations. Following the intervention, the percentage of interns who had an in-person interaction with fellows greater than 50 % of the time increased in the intervention group (9 % control versus 30 % intervention, p = 0.05). Additionally, interns in the intervention group reported receiving teaching in more than 50 % of their interactions more frequently (19 % control versus 42 % intervention, p = 0.05). There were no differences in other measures of teaching and communication.ConclusionsWe demonstrate that a time-efficient intervention increased perceptions of in-person communication and the number of teaching interactions between interns and fellows. Further studies are warranted to determine whether such an approach can impact resident learning and improve patient care.

【 授权许可】

CC BY   
© The Author(s). 2016