Key result
A 1-hour teaching session on handover of care for senior medical students resulted in high student satisfaction and improved self-rated knowledge.
Why the study?
Does a 1-hour teaching session on handover of care improve student satisfaction and self-rated knowledge in senior medical students?
Does a 1-hour teaching session on handover of care improve student satisfaction and self-rated knowledge in senior medical students?
A 1-hour teaching session on handover of care is acceptable to senior medical students and improves their perceived knowledge and ability to handover.
Supports integration of brief handover training into curricula; leaves open translation to objective skills and patient outcomes.
BACKGROUND: Handover is a key activity in acute health care, with patient safety implications if it is not performed well. This is becoming more important with shorter working hours and therefore a greater number of handovers. Despite this there is a paucity of evidence to guide education to enhance practice. A teaching session for senior medical students on handover of care was devised, delivered and evaluated, with the aim of producing a theoretically sound intervention that is acceptable to students and can be delivered with limited resources. CONTEXT: Teaching sessions to improve the handover of care have been described before, but the descriptions lacked the detail to allow a reader to deliver the session as intended. INNOVATION: We designed and delivered a 1-hour session on handover for senior medical students. This was based on models of handover practice and education, and was based on broader patient safety education principles. Student satisfaction was high and students rated their knowledge as having improved. No funding and minimal resources were used to develop and deliver the teaching session. IMPLICATIONS: A pedagogically sound teaching session, based on best-evidence theories for modelling handover practice, is presented. The perceived ability to handover has also been extremely high after the intervention. Other educators can use this intervention as a starting point for designing interventions within their own setting, and to allow future research to investigate the effectiveness of such interventions.
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Darbyshire et al. (2013) studied Medical education. 1-hour teaching session on handover of care was evaluated on Student satisfaction and perceived knowledge improvement. A 1-hour teaching session on handover of care for senior medical students resulted in high student satisfaction and improved self-rated knowledge.
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