Jennifer S. Myers

Are discharge summaries teachable? The effects of a discharge summary curriculum on the quality of discharge summaries in an internal medicine residency program.

Background Interns are often required to dictate discharge summaries without formal training. We investigated the impact of a curriculum aimed at improving the quality (i.e., complete, organized, succinct, internally consistent, and readable) of interns’ discharge summaries. Method Fifty-nine medicine interns were randomized to a: (1) control group; (2) discharge summary curriculum; or (3) curriculum plus individualized feedback. Pre- and post-intervention, seven discharge summaries were graded using a 9-item instrument. T-tests, analysis of covariance, and effect sizes assessed group differences. Results There were multiple, significant within-group improvements for the intervention groups and between group differences post-intervention. The average effect size was large when the curriculum plus feedback group was compared to the control group (.70) and moderate when compared to the curriculum only group (.36). Conclusions Interns who received instruction on discharge summary skills improved the quality and of their discharge summaries. Adding feedback to the curriculum provided more benefit.

Seen Through Their Eyes: Residents’ Reflections on the Cognitive and Contextual Components of Diagnostic Errors in Medicine

Purpose Diagnostic errors in medicine are common and costly. Cognitive bias causes are increasingly recognized contributors to diagnostic error but remain difficult targets for medical educators and patient safety experts. The authors explored the cognitive and contextual components of diagnostic errors described by internal medicine resident physicians through the use of an educational intervention. Method Forty-one internal medicine residents at University of Pennsylvania participated in an educational intervention in 2010 that comprised reflective writing and facilitated small-group discussion about experiences with diagnostic error from cognitive bias. Narratives and discussion were transcribed and analyzed iteratively to identify types of cognitive bias and contextual factors present. Results All residents described a personal experience with a case of diagnostic error that contained at least one cognitive bias and one contextual factor that may have influenced the outcome. The most common cognitive biases identified by the residents were anchoring bias (36; 88%), availability bias (31; 76%), and framing effect (23; 56%). Prominent contextual factors included caring for patients on a subspecialty service (31; 76%), complex illness (26; 63%), and time pressures (22; 54%). Eighty-five percent of residents described at least one strategy to avoid a similar error in the future. Conclusions Residents can easily recall diagnostic errors, analyze the errors for cognitive bias, and richly describe their context. The use of reflective writing and narrative discussion is an educational strategy to teach recognition, analysis, and cognitive-bias-avoidance strategies for diagnostic error in residency education.

Estimating and Reporting on the Quality of Inpatient Stroke Care by Veterans Health Administration Medical Centers

Background— Reporting of quality indicators (QIs) in Veterans Health Administration Medical Centers is complicated by estimation error caused by small numbers of eligible patients per facility. We applied multilevel modeling and empirical Bayes (EB) estimation in addressing this issue in performance reporting of stroke care quality in the Medical Centers. Methods and Results— We studied a retrospective cohort of 3812 veterans admitted to 106 Medical Centers with ischemic stroke during fiscal year 2007. The median number of study patients per facility was 34 (range, 12–105). Inpatient stroke care quality was measured with 13 evidence-based QIs. Eligible patients could either pass or fail each indicator. Multilevel modeling of a patients pass/fail on individual QIs was used to produce facility-level EB-estimated QI pass rates and confidence intervals. The EB estimation reduced interfacility variation in QI rates. Small facilities and those with exceptionally high or low rates were most affected. We recommended 8 of the 13 QIs for performance reporting: dysphagia screening, National Institutes of Health Stroke Scale documentation, early ambulation, fall risk assessment, pressure ulcer risk assessment, Functional Independence Measure documentation, lipid management, and deep vein thrombosis prophylaxis. These QIs displayed sufficient variation across facilities, had room for improvement, and identified sites with performance that was significantly above or below the population average. The remaining 5 QIs were not recommended because of too few eligible patients or high pass rates with little variation. Conclusions— Considerations of statistical uncertainty should inform the choice of QIs and their application to performance reporting.

Improving resource utilization in a teaching hospital: development of a nonteaching service for chest pain admissions.

Purpose Exclusion of acute coronary syndrome frequently prompts a brief hospital admission for a large proportion of patients presenting to the emergency department with chest pain. At hospitals with residency programs, the volume of such patients creates pressures on these programs because of the limit on the number of patients a resident can accept in a given period. These restrictions have been instituted by the Accreditation Council for Graduate Medical Education (ACGME). The authors hypothesized that a nonteaching service designed to identify and admit low-risk chest pain patients should reduce those pressures. Method A hospitalist-directed nonteaching service (NTS) was created to admit low-risk chest pain patients at the Hospital of the University of Pennsylvania. Patients’ admission service was based upon the thrombolysis in myocardial infarction (TIMI) risk score. From September 2003 to June 2004, patients (n = 113) with scores of 0 or 1 (showing low risk) were admitted to the NTS. Simultaneously, a similar group of low-risk chest pain patients (n = 205) were admitted to a traditional internal medicine resident-based service (RBS). Results The NTS patients had a lower median length of stay (23 hours versus 33 hours; p < .0001) and lower median hospital charges (

Resident and RN perceptions of the impact of a medical emergency team on education and patient safety in an academic medical center.

8,545 versus

Teaching about how doctors think: a longitudinal curriculum in cognitive bias and diagnostic error for residents

14,150; p < .0001) when compared with the low-risk patients on the RBS. Conclusions The development of an NTS for chest pain admissions can assist residency programs in their efforts to meet the ACGME program requirements. The TIMI risk score can be used as a tool to assist in the identification of low-risk chest pain patients.

The Quality and Safety Educators Academy Fulfilling an Unmet Need for Faculty Development

Objective: To assess the perceptions of residents and RNs about the effects of a medical emergency team on patient safety and their own educational experiences. Design: Survey-based study. Setting: A single academic medical center. Participants: In 2007, 1 yr after the introduction of a medical emergency team, a Web-based survey was administered to 141 internal medicine and general surgery residents and 497 RNs in a single academic medical center. Residents’ and RNs’ beliefs about the effects of the medical emergency team on patient safety and education were measured using 12 Likert scale items. Group differences were assessed using Mann-Whitney U test and Kruskal-Wallis test. Results: The overall response rate was 79% (67% for residents and 83% for RNs). Residents and RNs agreed that the medical emergency team improved patient safety, but RNs held this belief more strongly than did residents. Residents neither agreed nor disagreed with the notion that the creation of the medical emergency team decreased their opportunities to obtain critical care skills or education, whereas RNs disagreed with this statement. Relative to surgical residents, medical residents were more involved in activation of the medical emergency team and believed more strongly that the team improved patient safety. Residents and RNs who perceived that they were involved in the call activation had more positive attitudes toward the team. Conclusion: Residents and RNs believe that a medical emergency team improves patient safety in the hospital without compromising educational experiences or skills. Frequency of involvement in the events and the decision to activate the team correlated with more positive attitudes.

Building the Pipeline: The Creation of a Residency Training Pathway for Future Physician Leaders in Health Care Quality

Background Trends in medical education have reflected the patient safety movements initial focus on systems. While the role of cognitive-based diagnostic errors has been increasingly recognised among safety experts, literature describing strategies to teach about this important problem is scarce. Methods 48 PGY-2 internal medicine residents participated in a three-part, 1-year curriculum in cognitive bias and diagnostic error. Residents completed a multiple-choice test designed to assess the recognition and knowledge of common heuristics and biases both before and after the curriculum. Results were compared with PGY-3 residents who did not receive the curriculum. An additional assessment in which residents reviewed video vignettes of clinical scenarios with cognitive bias and debiasing techniques was embedded into the curriculum. Results 38 residents completed all three parts of the curriculum and completed all assessments. Performance on the 13-item multiple-choice knowledge test improved post-curriculum when compared to both pre-curriculum performance (9.26 vs 8.26, p=0.002) and the PGY-3 comparator group (9.26 vs 7.69, p<0.001). All residents correctly identified at least one cognitive bias and proposed at least one debiasing strategy in response to the videos. Conclusions A longitudinal curriculum in diagnostic error and cognitive bias improved internal medicine residents’ knowledge and recognition of cognitive biases as measured by a novel assessment tool. Further study is needed to refine learner assessment tools and examine optimal strategies to teach clinical reasoning and cognitive bias avoidance strategies.

The Impact of an Infectious Diseases Transition Service on the Care of Outpatients on Parenteral Antimicrobial Therapy

Educating physician trainees in the principles of quality improvement (QI) and patient safety (PS) is a national imperative. Few faculty are trained in these disciplines, and few teaching institutions have the resources and infrastructure to develop faculty as instructors of these skills. The authors designed a 3-day, in-person academy to provide medical educators with the knowledge and tools to integrate QI and PS concepts into their training programs. The curriculum provided instruction in quality and safety, curriculum development and assessment, change management, and professional development while fostering peer networking, mentorship, and professional development. This article describes the characteristics, experiences, and needs of a cross-sectional group of faculty interested in acquiring skills to help them succeed as quality and safety educators. It also describes the guiding principles, curriculum blueprint, program evaluation, and lessons learned from this experience which could be applied to future faculty development programs in quality and safety education.

Bridging the Gap: A Framework and Strategies for Integrating the Quality and Safety Mission of Teaching Hospitals and Graduate Medical Education.

PROBLEM Many health care organizations seek physicians to lead quality improvement (QI) efforts, yet struggle to find individuals with the necessary expertise. Although most residency programs incorporate QI and patient safety principles into their curricula, few provide a specialized training program for residents exploring careers as physician leaders in quality. APPROACH Recognizing this training void, the authors designed and implemented the Healthcare Leadership in Quality (HLQ) track for residents at the University of Pennsylvania Health System in 2010. This longitudinal, two-year graduate medical education (GME) track aligns with the quality goals of the University of Pennsylvania Health System and includes a core curriculum, integration into an interprofessional health care leadership team that is accountable for quality and safety outcomes on a hospital unit, a capstone QI project, and mentorship. OUTCOMES Early evaluation has demonstrated the feasibility and efficacy of the track diverse graduate medical education training programs. Using Yardley and Dornans interpretation of the Kirkpatrick framework, the authors have demonstrated the tracks impact on four levels of educational and organizational outcomes. NEXT STEPS Building on their early experiences, the authors are integrating project and time management skills into the core curriculum, and they are focusing more effort on faculty development in QI mentorship. Additionally, the authors plan to follow HLQ track graduates to determine whether they seek leadership roles in quality and safety and to assess the influence of the program on their careers.