Residents' Exposure to Educational Experiences in Facilitating Hospital Discharges

Eric Young, Chad Stickrath, Monica McNulty, Aaron J. Calderon, Elizabeth Chapman, Jed D. Gonzalo, Ethan F. Kuperman, Max Lopez, Christopher J Smith, Joseph R. Sweigart, Cecelia N. Theobald, Robert E. Burke

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

BACKGROUND: There is an incomplete understanding of the most effective approaches for motivating residents to adopt guideline-recommended practices for hospital discharges.

OBJECTIVE: We evaluated internal medicine (IM) residents' exposure to educational experiences focused on facilitating hospital discharges and compared those experiences based on correlations with residents' perceived responsibility for safely transitioning patients from the hospital.

METHODS: A cross-sectional, multi-center survey of IM residents at 9 US university- and community-based training programs in 2014-2015 measured exposure to 8 transitional care experiences, their perceived impact on care transitions attitudes, and the correlation between experiences and residents' perceptions of postdischarge responsibility.

RESULTS: Of 817 residents surveyed, 469 (57%) responded. Teaching about care transitions on rounds was the most common educational experience reported by residents (74%, 327 of 439). Learning opportunities with postdischarge patient contact were less common (clinic visits: 32%, 142 of 439; telephone calls: 12%, 53 of 439; and home visits: 4%, 18 of 439). On a 1-10 scale (10 = highest impact), residents rated postdischarge clinic as having the highest impact on their motivation to ensure safe transitions of care (mean = 7.61). Prior experiences with a postdischarge clinic visit, home visit, or telephone call were each correlated with increased perceived responsibility for transitional care tasks (correlation coefficients 0.12 [P = .004], 0.1 [P = .012], and 0.13 [P =  001], respectively).

CONCLUSIONS: IM residents learn to facilitate hospital discharges most often through direct patient care. Opportunities to interact with patients across the postdischarge continuum are uncommon, despite correlating with increased perceived responsibility for ensuring safe transitions of care.

Original languageEnglish (US)
Pages (from-to)184-189
Number of pages6
JournalJournal of graduate medical education
Volume9
Issue number2
DOIs
StatePublished - Apr 1 2017

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Patient Transfer
Internal Medicine
House Calls
Ambulatory Care
Telephone
Practice Guidelines
Motivation
Patient Care
Teaching
Learning
Education
Transitional Care

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Young, E., Stickrath, C., McNulty, M., Calderon, A. J., Chapman, E., Gonzalo, J. D., ... Burke, R. E. (2017). Residents' Exposure to Educational Experiences in Facilitating Hospital Discharges. Journal of graduate medical education, 9(2), 184-189. https://doi.org/10.4300/JGME-D-16-00503.1

Residents' Exposure to Educational Experiences in Facilitating Hospital Discharges. / Young, Eric; Stickrath, Chad; McNulty, Monica; Calderon, Aaron J.; Chapman, Elizabeth; Gonzalo, Jed D.; Kuperman, Ethan F.; Lopez, Max; Smith, Christopher J; Sweigart, Joseph R.; Theobald, Cecelia N.; Burke, Robert E.

In: Journal of graduate medical education, Vol. 9, No. 2, 01.04.2017, p. 184-189.

Research output: Contribution to journalArticle

Young, E, Stickrath, C, McNulty, M, Calderon, AJ, Chapman, E, Gonzalo, JD, Kuperman, EF, Lopez, M, Smith, CJ, Sweigart, JR, Theobald, CN & Burke, RE 2017, 'Residents' Exposure to Educational Experiences in Facilitating Hospital Discharges', Journal of graduate medical education, vol. 9, no. 2, pp. 184-189. https://doi.org/10.4300/JGME-D-16-00503.1
Young, Eric ; Stickrath, Chad ; McNulty, Monica ; Calderon, Aaron J. ; Chapman, Elizabeth ; Gonzalo, Jed D. ; Kuperman, Ethan F. ; Lopez, Max ; Smith, Christopher J ; Sweigart, Joseph R. ; Theobald, Cecelia N. ; Burke, Robert E. / Residents' Exposure to Educational Experiences in Facilitating Hospital Discharges. In: Journal of graduate medical education. 2017 ; Vol. 9, No. 2. pp. 184-189.
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AU - Calderon, Aaron J.

AU - Chapman, Elizabeth

AU - Gonzalo, Jed D.

AU - Kuperman, Ethan F.

AU - Lopez, Max

AU - Smith, Christopher J

AU - Sweigart, Joseph R.

AU - Theobald, Cecelia N.

AU - Burke, Robert E.

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N2 - BACKGROUND: There is an incomplete understanding of the most effective approaches for motivating residents to adopt guideline-recommended practices for hospital discharges.OBJECTIVE: We evaluated internal medicine (IM) residents' exposure to educational experiences focused on facilitating hospital discharges and compared those experiences based on correlations with residents' perceived responsibility for safely transitioning patients from the hospital.METHODS: A cross-sectional, multi-center survey of IM residents at 9 US university- and community-based training programs in 2014-2015 measured exposure to 8 transitional care experiences, their perceived impact on care transitions attitudes, and the correlation between experiences and residents' perceptions of postdischarge responsibility.RESULTS: Of 817 residents surveyed, 469 (57%) responded. Teaching about care transitions on rounds was the most common educational experience reported by residents (74%, 327 of 439). Learning opportunities with postdischarge patient contact were less common (clinic visits: 32%, 142 of 439; telephone calls: 12%, 53 of 439; and home visits: 4%, 18 of 439). On a 1-10 scale (10 = highest impact), residents rated postdischarge clinic as having the highest impact on their motivation to ensure safe transitions of care (mean = 7.61). Prior experiences with a postdischarge clinic visit, home visit, or telephone call were each correlated with increased perceived responsibility for transitional care tasks (correlation coefficients 0.12 [P = .004], 0.1 [P = .012], and 0.13 [P =  001], respectively).CONCLUSIONS: IM residents learn to facilitate hospital discharges most often through direct patient care. Opportunities to interact with patients across the postdischarge continuum are uncommon, despite correlating with increased perceived responsibility for ensuring safe transitions of care.

AB - BACKGROUND: There is an incomplete understanding of the most effective approaches for motivating residents to adopt guideline-recommended practices for hospital discharges.OBJECTIVE: We evaluated internal medicine (IM) residents' exposure to educational experiences focused on facilitating hospital discharges and compared those experiences based on correlations with residents' perceived responsibility for safely transitioning patients from the hospital.METHODS: A cross-sectional, multi-center survey of IM residents at 9 US university- and community-based training programs in 2014-2015 measured exposure to 8 transitional care experiences, their perceived impact on care transitions attitudes, and the correlation between experiences and residents' perceptions of postdischarge responsibility.RESULTS: Of 817 residents surveyed, 469 (57%) responded. Teaching about care transitions on rounds was the most common educational experience reported by residents (74%, 327 of 439). Learning opportunities with postdischarge patient contact were less common (clinic visits: 32%, 142 of 439; telephone calls: 12%, 53 of 439; and home visits: 4%, 18 of 439). On a 1-10 scale (10 = highest impact), residents rated postdischarge clinic as having the highest impact on their motivation to ensure safe transitions of care (mean = 7.61). Prior experiences with a postdischarge clinic visit, home visit, or telephone call were each correlated with increased perceived responsibility for transitional care tasks (correlation coefficients 0.12 [P = .004], 0.1 [P = .012], and 0.13 [P =  001], respectively).CONCLUSIONS: IM residents learn to facilitate hospital discharges most often through direct patient care. Opportunities to interact with patients across the postdischarge continuum are uncommon, despite correlating with increased perceived responsibility for ensuring safe transitions of care.

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