BACKGROUND: Unprofessional behavior can compromise care and detract from the hospital learning environment. Discrepancy between professional behaviors formally taught and what is witnessed has become increasingly evident. METHODS: With funding from the American Board of Internal Medicine Foundation, a workshop was developed to address unprofessional behaviors related to inpatient care previously identified in a multi-institution survey. The aims were to utilize video-based education to illustrate unprofessional behaviors, how faculty play a role in promoting such behaviors, and facilitate reflection regarding motivation for and prevention of these behaviors. Hospitalists and housestaff at 3 Chicago-area academic hospitals and 1 community teaching affiliate participated. Videos were debriefed, identifying barriers to professional behavior and improvement strategies. A postworkshop survey assessed beliefs on behaviors and intent to change practice. RESULTS: Forty-four (53%) faculty and 244 (68%) residents (postgraduate year 1 and greater) participated. The workshop was well received, with 89% reporting it "useful and effective." Two-thirds expressed intent to change behavior. Most (86%) believed videos were realistic and effective. Those who perceived videos as "very realistic" were more likely to report intent to change behavior (93% vs 53%, P = 0.01). CONCLUSIONS: Video-based education is a feasible way to promote reflection and address unprofessional behaviors among providers and may positively impact the learning environment.
BACKGROUND: Unprofessional behavior can compromise care and detract from the hospital learning environment. Discrepancy between professional behaviors formally taught and what is witnessed has become increasingly evident. METHODS: With funding from the American Board of Internal Medicine Foundation, a workshop was developed to address unprofessional behaviors related to inpatient care previously identified in a multi-institution survey. The aims were to utilize video-based education to illustrate unprofessional behaviors, how faculty play a role in promoting such behaviors, and facilitate reflection regarding motivation for and prevention of these behaviors. Hospitalists and housestaff at 3 Chicago-area academic hospitals and 1 community teaching affiliate participated. Videos were debriefed, identifying barriers to professional behavior and improvement strategies. A postworkshop survey assessed beliefs on behaviors and intent to change practice. RESULTS: Forty-four (53%) faculty and 244 (68%) residents (postgraduate year 1 and greater) participated. The workshop was well received, with 89% reporting it "useful and effective." Two-thirds expressed intent to change behavior. Most (86%) believed videos were realistic and effective. Those who perceived videos as "very realistic" were more likely to report intent to change behavior (93% vs 53%, P = 0.01). CONCLUSIONS: Video-based education is a feasible way to promote reflection and address unprofessional behaviors among providers and may positively impact the learning environment.
Authors: Aashish Didwania; Jeanne M Farnan; Liza Icayan; Kevin J O'Leary; Mark Saathoff; Shashi Bellam; Holly J Humphrey; Diane B Wayne; Vineet M Arora Journal: J Grad Med Educ Date: 2017-04
Authors: Andrea C Tricco; Patricia Rios; Wasifa Zarin; Roberta Cardoso; Sanober Diaz; Vera Nincic; Alekhya Mascarenhas; Sabrina Jassemi; Sharon E Straus Journal: PLoS One Date: 2018-07-26 Impact factor: 3.240