The postgraduate year 1 (PGY-1) class received training as part of the SHM I-PASS mentored implementation program 6 in June 2016. We anonymously surveyed all pediatric residents at the Johns Hopkins Children's Center in December 2016 (mid-implementation) and June 2017 (end of implementation). We conducted a single center study that collected handoff observation data as well as quantitative and qualitative survey data at 2 time points during our program's participation in the Society of Hospital Medicine (SHM) I-PASS Mentored Implementation Program (June 2016–June 2017). We hypothesized that residents are less adherent to I-PASS when not being observed by faculty. Our secondary aims were to determine trends in I-PASS use over time, which aspects of the mnemonic were used most frequently, and barriers to use of I-PASS. The primary aim of this study was to determine how frequently pediatric residents at our institution used I-PASS during handoffs when not observed by faculty. However, during these observations, residents sometimes revealed that their handoff behaviors were different when faculty were not present. 7 Understanding resident handoff practices has important implications for how educators ensure resident handoff communication competency outside of an initial intensive training period.Īt the Johns Hopkins Children's Center, residents generally exhibited excellent adherence to I-PASS during faculty-observed verbal handoffs. There is evidence from the initial 2014 multicenter I-PASS handoff study to suggest that residents may not be using I-PASS consistently when they are not being observed. To date, resident adherence to the I-PASS structural elements has largely been determined by direct observation of handoffs by either faculty members or research assistants. 6įor residency programs, maximizing the impact of I-PASS relies on training residents and changing resident behavior in daily handoff practices. 2 – 5 Since the original I-PASS handoff study, the program has been disseminated to more than 500 institutions across the world. 1 In a large multicenter study, the implementation of I-PASS in 9 pediatric residency programs in North America was associated with improved communication and reduction in medical errors and preventable adverse events (eg, errors that harmed patients). It uses a mnemonic as an organizing framework for communication: Illness Severity, Patient Summary, Action List, Situational Awareness and Contingency Planning, and Synthesis by Receiver. The I-PASS handoff program (I-PASS) is an evidence-based handoff program created to improve communication during patient handoffs between health care providers. Ngo, DO, MEd, is Assistant Professor of Pediatrics and Associate Program Director, Pediatric Emergency Medicine Fellowship Program, Johns Hopkins University School of Medicine. Spector, MD, is Professor of Pediatrics, Executive Director, Executive Leadership in Academic Medicine Program, and Associate Dean, Faculty Development, Drexel University College of Medicine and Thuy L. O'Toole, MD, MEd, is Associate Professor, University of Cincinnati Departments of Pediatrics and Internal Medicine, Program Director, Internal Medicine and Pediatrics Residency Program, and Director of Education, Division of Hospital Medicine Nancy D. Serwint, MD, is Professor Emeritus and Former Pediatric Residency Program Director, Harriet Lane Pediatric Residency Program, Johns Hopkins University School of Medicine Jennifer K. Hughes, MD, MPH, is Assistant Professor of Pediatrics and Associate Program Director, Harriet Lane Pediatric Residency Program, Johns Hopkins University School of Medicine Janet R.
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