Mandi W Musso1,2, Richard J Vath1, Lauren S Rabalais1, Alston Dunbar3,4, Michael Bolton5, L Lee Tynes6, Stephen Hosea2, Angela C Johnson7, Terrell S Caffery2, Vernon K Rhynes1,8, Savarra Mantzor5, Bahnsen Miller9, Laurinda L Calongne1. 1. Division of Academic Affairs, Our Lady of the Lake Regional Medical Center, Baton Rouge, LA. 2. Emergency Medicine Residency Program, Louisiana State University Health Sciences Center School of Medicine, Baton Rouge, LA. 3. Patient Safety and Clinical Quality Improvement Fellowship Program, Our Lady of the Lake Regional Medical Center, Baton Rouge, LA. 4. Pediatric Residency Program, Tulane University School of Medicine, New Orleans, LA. 5. Department of Pediatrics, Our Lady of the Lake Regional Medical Center, Baton Rouge, LA. 6. Department of Psychiatry, Tulane University School of Medicine, New Orleans, LA. 7. Internal Medicine Residency Program, Louisiana State University Health Sciences Center School of Medicine, Baton Rouge, LA. 8. General Surgery Residency Program, Louisiana State University Health Sciences Center School of Medicine, New Orleans, LA. 9. Department of Internal Medicine, Our Lady of the Lake Regional Medical Center, Baton Rouge, LA.
Abstract
BACKGROUND: Engaging residents in patient safety and quality improvement initiatives is sometimes difficult. The primary goal of the current study was to develop a standardized learning experience designed to facilitate patient safety discussions during rounds. METHODS: Residents who were on inpatient rotations during a 2-month period in 2014 were exposed to patient safety discussions on rounds. Residents who were not on inpatient rotations served as a control group. Faculty received weekly text reminders with 3 questions designed to engage residents in patient safety discussions. Before and after the intervention, residents were asked to complete a modified Agency for Healthcare Research and Quality Hospital Survey on Patient Safety Culture. Faculty members were asked to complete a brief survey designed by the study investigators. RESULTS: Of the 160 residents who participated in the study, 49 responded to both the preintervention and postintervention surveys (31%). Residents who participated in patient safety discussions during rounds reported higher frequencies of safety events reported compared to the control group (P<0.05). Both groups of residents reported better communication (P<0.01) and an increased number of safety events reported (P<0.01) at the end of the intervention. Twenty-two faculty were surveyed, and 19 responded (86%). Most faculty felt incorporating patient safety discussions on rounds was constructive and that the residents were responsive. Few faculty members felt the patient safety discussions were burdensome. CONCLUSION: Using weekly text reminders with 3 prompts to incorporate patient safety discussions into rounds was well received by faculty and residents and had an impact on communication and error reporting.
BACKGROUND: Engaging residents in patient safety and quality improvement initiatives is sometimes difficult. The primary goal of the current study was to develop a standardized learning experience designed to facilitate patient safety discussions during rounds. METHODS: Residents who were on inpatient rotations during a 2-month period in 2014 were exposed to patient safety discussions on rounds. Residents who were not on inpatient rotations served as a control group. Faculty received weekly text reminders with 3 questions designed to engage residents in patient safety discussions. Before and after the intervention, residents were asked to complete a modified Agency for Healthcare Research and Quality Hospital Survey on Patient Safety Culture. Faculty members were asked to complete a brief survey designed by the study investigators. RESULTS: Of the 160 residents who participated in the study, 49 responded to both the preintervention and postintervention surveys (31%). Residents who participated in patient safety discussions during rounds reported higher frequencies of safety events reported compared to the control group (P<0.05). Both groups of residents reported better communication (P<0.01) and an increased number of safety events reported (P<0.01) at the end of the intervention. Twenty-two faculty were surveyed, and 19 responded (86%). Most faculty felt incorporating patient safety discussions on rounds was constructive and that the residents were responsive. Few faculty members felt the patient safety discussions were burdensome. CONCLUSION: Using weekly text reminders with 3 prompts to incorporate patient safety discussions into rounds was well received by faculty and residents and had an impact on communication and error reporting.
Entities:
Keywords:
Curriculum; education-medical-graduate; health care research; medical errors; patient safety; physician; quality healthcare; quality improvement; text messaging
Authors: Harish Jasti; Heena Sheth; Margaret Verrico; Subashan Perera; Gregory Bump; Deborah Simak; Raquel Buranosky; Steven M Handler Journal: J Grad Med Educ Date: 2009-09
Authors: Bianca Perez; Stephen A Knych; Sallie J Weaver; Aaron Liberman; Eileen M Abel; Dawn Oetjen; Thomas T H Wan Journal: J Patient Saf Date: 2014-03 Impact factor: 2.844