BACKGROUND: Duty hour restrictions for resident physicians have led to radical changes in graduate medical education, including a shift to more night float rotations. These rotations have been viewed by residents as predominantly service focused with little opportunity for formalized education. OBJECTIVE: To develop and deliver a resident-driven, nocturnal curriculum to enhance the educational content and value of night float rotations. METHODS: The Hospital of the University of Pennsylvania is a 695-bed, tertiary care academic medical center. Upper-level internal medicine residents developed and peer-reviewed case-based scripts designed to be delivered in 15- to 20-minute teaching sessions. We evaluated the quality of teaching using anonymous, free-response surveys. RESULTS: Twenty-four scripts were developed that explored the differential diagnoses, diagnostic pitfalls, and management of clinical problems that interns frequently encounter on night float rotations. Of 83 eligible residents, 45 (54%) responded to the survey. Teaching occurred an average of 4 nights per week and was uniformly viewed as high yield and topical by night float interns. CONCLUSIONS: A resident-driven, nocturnal curriculum was implemented through the use of case-based teaching scripts, allowing for delivery of a standardized curriculum that capitalizes on the teaching opportunities afforded by the night shift. This intervention may serve as a model for nocturnal education in other departments and institutions.
BACKGROUND: Duty hour restrictions for resident physicians have led to radical changes in graduate medical education, including a shift to more night float rotations. These rotations have been viewed by residents as predominantly service focused with little opportunity for formalized education. OBJECTIVE: To develop and deliver a resident-driven, nocturnal curriculum to enhance the educational content and value of night float rotations. METHODS: The Hospital of the University of Pennsylvania is a 695-bed, tertiary care academic medical center. Upper-level internal medicine residents developed and peer-reviewed case-based scripts designed to be delivered in 15- to 20-minute teaching sessions. We evaluated the quality of teaching using anonymous, free-response surveys. RESULTS: Twenty-four scripts were developed that explored the differential diagnoses, diagnostic pitfalls, and management of clinical problems that interns frequently encounter on night float rotations. Of 83 eligible residents, 45 (54%) responded to the survey. Teaching occurred an average of 4 nights per week and was uniformly viewed as high yield and topical by night float interns. CONCLUSIONS: A resident-driven, nocturnal curriculum was implemented through the use of case-based teaching scripts, allowing for delivery of a standardized curriculum that capitalizes on the teaching opportunities afforded by the night shift. This intervention may serve as a model for nocturnal education in other departments and institutions.
Authors: Andrew Paul Defilippis; Ildefonso Tellez; Neil Winawer; Lorenzo Di Francesco; Kimberly D Manning; Sunil Kripalani Journal: J Grad Med Educ Date: 2010-03
Authors: Sanjay V Desai; Leonard Feldman; Lorrel Brown; Rebecca Dezube; Hsin-Chieh Yeh; Naresh Punjabi; Kia Afshar; Michael R Grunwald; Colleen Harrington; Rakhi Naik; Joseph Cofrancesco Journal: JAMA Intern Med Date: 2013-04-22 Impact factor: 21.873
Authors: Harish Jasti; Barbara H Hanusa; Galen E Switzer; Rosanne Granieri; Michael Elnicki Journal: BMC Med Educ Date: 2009-08-03 Impact factor: 2.463