Key result
A brief curriculum using deliberate practice and feedback significantly increased the inclusion of important features in handoffs by first-year residents (from 6.31 to 7.64, p < .001).
Why the study?
Does a brief curriculum utilizing deliberate practice improve handoff practices of first-year residents?
Does a brief curriculum utilizing deliberate practice improve handoff practices of first-year residents?
Absolute Event Rate: 7.64% vs 6.31%
p-value: p=<.001
A brief curriculum utilizing deliberate practice is an effective way to improve handoff practices of first-year residents.
May support brief deliberate practice curricula in residency training; leaves open durability and clinical impact.
BACKGROUND: Residents' shift length reduction and communication errors in transitions of care necessitate educating residents on handoff communication. PURPOSE: We examined the change in knowledge, attitudes, and practices of 1st-year residents after implementing a curriculum using deliberate practice to teach handoff communication. METHODS: First-year residents completed a needs assessment survey and a video assessment of handoff practices. They participated in a brief curriculum using lecture and deliberate practice with feedback to teach a standardized approach to handoff communication. Change in knowledge, attitudes, and practices were measured with survey and video assessments. RESULTS: Eleven 1st-year residents completed the course and final assessments. Residents' comfort with performing handoffs and their perceived efficiency indicated improvement. Practices improved, with increased inclusion of important features of handoffs (6.31 to 7.64, p < .001). CONCLUSIONS: A brief curriculum utilizing deliberate practice is an effective way to improve handoff practices of 1st-year residents.
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Sawatsky et al. (2013) studied First-year residents (n=11). Brief curriculum using deliberate practice and feedback vs. Baseline (pre-intervention) was evaluated on Inclusion of important features of handoffs (p=<.001). A brief curriculum using deliberate practice and feedback significantly increased the inclusion of important features in handoffs by first-year residents (from 6.31 to 7.64, p < .001).
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