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首页> 外文期刊>Advances in health sciences education: theory and practice >Effect of handoff skills training for students during the medicine clerkship: a quasi-randomized Study
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Effect of handoff skills training for students during the medicine clerkship: a quasi-randomized Study

机译：办事员交接技能培训对学生的影响：一项准随机研究

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Continuity is critical for safe patient care and its absence is associated with adverse outcomes. Continuity requires handoffs between physicians, but most published studies of educational interventions to improve handoffs have focused primarily on residents, despite interns expected to being proficient. The AAMC core entrustable activities for graduating medical students includes handoffs as a milestone, but no controlled studies with students have assessed the impact of training in handoff skills. The purpose of this study was to assess the impact of an educational intervention to improve third-year medical student handoff skills, the durability of learned skills into the fourth year, and the transfer of skills from the simulated setting to the clinical environment. Trained evaluators used standardized patient cases and an observation tool to assess verbal handoff skills immediately post intervention and during the student's fourth-year acting internship. Students were also observed doing real time sign-outs during their acting internship. Evaluators assessed untrained control students using a standardized case and performing a real-time sign-out. Intervention students mean score demonstrated improvement in handoff skills immediately after the workshop (2.6-3.8; p < 0.0001) that persisted into their fourth year acting internship when compared to baseline performance (3.9-3.5; p = 0.06) and to untrained control students (3.5 vs. 2.5; p < 0.001, d = 1.2). Intervention students evaluated in the clinical setting also scored higher than control students when assessed doing real-time handoffs (3.8 vs. 3.3; p = 0.032, d = 0.71). These findings should be useful to others considering introducing handoff teaching in the undergraduate medical curriculum in preparation for post-graduate medical training.
机译：连续性对于安全的患者护理至关重要，而缺乏连续性则会导致不良后果。连续性需要医生之间的交接，但是尽管预期实习生会精通，但大多数已发表的有关教育干预以改善交接的研究都主要针对居民。 AAMC为即将毕业的医学生提供的核心可委托活动包括交接是一个里程碑，但没有与学生进行的对照研究评估过交接技能培训的影响。这项研究的目的是评估一项教育干预措施对提高医学生三年级交接技能，学习到第四年的持久性以及将技能从模拟环境转移到临床环境的影响。受过培训的评估人员使用标准化的患者案例和观察工具，可以在干预后以及在学生四年级的实习期中立即评估口头交接技巧。还观察到学生在表演实习期间进行实时签到。评估人员使用标准化案例并进行实时签核，评估了未经训练的对照学生。与基线表现（3.9-3.5; p = 0.06）和未经培训的对照学生相比，干预学生的平均分数表明，讲习班结束后立即移交技能有所提高（2.6-3.8; p <0.0001），持续到第四年的实习期。 3.5比2.5; p <0.001，d = 1.2）。在进行实时交接评估时，在临床环境中评估的干预学生的得分也高于对照学生（3.8 vs. 3.3; p = 0.032，d = 0.71）。这些发现对于其他考虑在本科医学课程中引入交接教学以准备研究生医学培训的人员来说应该是有用的。

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