- Path:
-
A patient follow-up intervention to improve medical decision making at an internal medicine residency program
Periodical
- Title:
- Diagnosis
- Publication:
-
Berlin Boston: De Gruyter
- Note:
- Gesehen am 03.01.17
- Fortsetzung der Druck-Ausgabe
- Ersch. 4x jährl.
- 355!z LF gelöscht(03-01-17)
- Scope:
- Online-Ressource
- ISSN:
- 2194-802X
- ZDB-ID:
-
2777975-0
- Keywords:
- Diagnostik ; Zeitschrift ; Zeitschrift
- Classification:
- Medizin
- Collection:
- Medizin
- Copyright:
- Rights reserved
- Accessibility:
- Eingeschränkter Zugang mit Nutzungsbeschränkungen
- Title:
- Diagnosis
- Publication:
-
Berlin Boston: De Gruyter
- Note:
- Gesehen am 03.01.17
- Fortsetzung der Druck-Ausgabe
- Ersch. 4x jährl.
- 355!z LF gelöscht(03-01-17)
- Scope:
- Online-Ressource
- ISSN:
- 2194-802X
- ZDB-ID:
-
2777975-0
- Keywords:
- Diagnostik ; Zeitschrift ; Zeitschrift
- Classification:
- Medizin
- Collection:
- Medizin
- Copyright:
- Rights reserved
- Accessibility:
- Eingeschränkter Zugang mit Nutzungsbeschränkungen
Article
- Title:
- A patient follow-up intervention to improve medical decision making at an internal medicine residency program
- Publication:
-
Berlin Boston: De Gruyter, 2024
- Language:
- English
- Information:
- Objectives: Practice-based learning and improvement (PBLI) is an ACGME (Accreditation Council for Graduate Medical Education) core competency. Learning and reflecting on patients through follow-up is one method to help achieve this competency. We therefore designed a study evaluating a structured patient follow-up intervention for senior internal medicine (IM) residents at the University of Colorado Hospital (UCH). Methods: Trainees completed structured reflections after performing chart review of prior patients during protected educational time. Two-month follow-up surveys evaluated the exercise’s potential influence on clinical and reflective practices. Results: Forty out of 108 (37 %) eligible residents participated in the exercise. Despite 62.5 % of participants lacking specific questions about patient outcomes before chart review, 81.2 % found the exercise at least moderately helpful. 48.4 % of participants believed that the review would change their practice, and 60.9 % felt it reinforced their existing clinical practices. In our qualitative data, residents learned lessons related to challenging clinical decisions, improving transitions of care, the significance of early goals of care conversations, and diagnostic errors/strategies. Conclusions: Our results indicate that IM residents found a structured patient follow-up intervention educational, even when they lacked specific patient outcomes questions. Our results underscore the importance of structured self-reflection in the continuous learning process of trainees and suggest the benefit of dedicated educational time for this process.
- Scope:
- Online-Ressource
- Note:
- Kein Open Access
- Archivierung/Langzeitarchivierung gewährleistet
- Keywords:
- clinical reasoning ; medical education ; diagnostic errors ; practice-based learning and improvement ; qualitative research
- Copyright:
- Rights reserved
- Accessibility:
- Eingeschränkter Zugang mit Nutzungsbeschränkungen
- Title:
- A patient follow-up intervention to improve medical decision making at an internal medicine residency program
- Publication:
-
Berlin Boston: De Gruyter, 2024
- Language:
- English
- Information:
- Objectives: Practice-based learning and improvement (PBLI) is an ACGME (Accreditation Council for Graduate Medical Education) core competency. Learning and reflecting on patients through follow-up is one method to help achieve this competency. We therefore designed a study evaluating a structured patient follow-up intervention for senior internal medicine (IM) residents at the University of Colorado Hospital (UCH). Methods: Trainees completed structured reflections after performing chart review of prior patients during protected educational time. Two-month follow-up surveys evaluated the exercise’s potential influence on clinical and reflective practices. Results: Forty out of 108 (37 %) eligible residents participated in the exercise. Despite 62.5 % of participants lacking specific questions about patient outcomes before chart review, 81.2 % found the exercise at least moderately helpful. 48.4 % of participants believed that the review would change their practice, and 60.9 % felt it reinforced their existing clinical practices. In our qualitative data, residents learned lessons related to challenging clinical decisions, improving transitions of care, the significance of early goals of care conversations, and diagnostic errors/strategies. Conclusions: Our results indicate that IM residents found a structured patient follow-up intervention educational, even when they lacked specific patient outcomes questions. Our results underscore the importance of structured self-reflection in the continuous learning process of trainees and suggest the benefit of dedicated educational time for this process.
- Scope:
- Online-Ressource
- Note:
- Kein Open Access
- Archivierung/Langzeitarchivierung gewährleistet
- Keywords:
- clinical reasoning ; medical education ; diagnostic errors ; practice-based learning and improvement ; qualitative research
- Copyright:
- Rights reserved
- Accessibility:
- Eingeschränkter Zugang mit Nutzungsbeschränkungen
