I-PASS Handoff Curriculum: Handoff Simulation Exercises
2013; Association of American Medical Colleges; Linguagem: Inglês
10.15766/mep_2374-8265.9402
ISSN2374-8265
AutoresSharon Calaman, Jennifer Hepps, Nancy D. Spector, Theodore C. Sectish, Christopher P. Landrigan, Rajendu Srivastava, Amy J. Starmer, Clifton E. Yu, Joseph Lopreiato,
Tópico(s)Simulation-Based Education in Healthcare
ResumoOPEN ACCESSApril 26, 2013I-PASS Handoff Curriculum: Handoff Simulation Exercises Sharon Calaman, MD, Jennifer Hepps, MD, Nancy Dollase Spector, MD, Theodore Sectish, MD, Christopher Landrigan, MD, MPH, Rajendu Srivastava, MD, MPH, Amy J. Starmer, MD, MPH, Clifton E. Yu, MD, Joseph Lopreiato, MD, I-PASS Education Executive Committee Sharon Calaman, MD Drexel University College of Medicine Google Scholar More articles by this author , Jennifer Hepps, MD National Capital Consortium on Pediatric Residency Google Scholar More articles by this author , Nancy Dollase Spector, MD St. Christopher's Hospital for Children Google Scholar More articles by this author , Theodore Sectish, MD Boston Children's Hospital Google Scholar More articles by this author , Christopher Landrigan, MD, MPH Boston Children's Hospital Google Scholar More articles by this author , Rajendu Srivastava, MD, MPH Primary Children's Medical Center Google Scholar More articles by this author , Amy J. Starmer, MD, MPH Boston Children's Hospital Google Scholar More articles by this author , Clifton E. Yu, MD Walter Reed National Military Medical Center, National Capital Consortium on Pediatric Residency Program Google Scholar More articles by this author , Joseph Lopreiato, MD Doernbecher Children's Hospital Google Scholar More articles by this author , I-PASS Education Executive Committee Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9402 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractI-PASS role-plays are simulation exercises that serve to bring all the I-PASS curricular elements together. The role-plays allow practice with the techniques and include resident and faculty feedback to help learners refine the skills learned and place them in context. Three role-plays involve performing an I-PASS handoff with a giver, receiver, and observer. Communication challenges, such as interruptions, are introduced in later role-plays to increase complexity as learners go through the exercises. The observer uses the faculty observation tools that faculty will subsequently use to evaluate live handoffs. The final role-play focuses on developing a shared mental model. In this exercise, each group of three is divided into a giver and two receivers who develop the action items, as well as the situation awareness and contingency planning portions of the written handoff based on the information from the giver. Neighboring groups perform the same exercise with slightly different information and then compare their success in developing a shared mental model. In brief, we found in a detailed review of 10,740 patient admissions that a 23% reduction in medical errors and a 30% reduction in injuries due to medical errors (preventable adverse events) occurred following implementation of the I-PASS Handoff Bundle in nine academic medical centers. In direct observation of thousands of hours of resident workflow (time motion analysis) before and after implementation of the program, conducting handoffs using the I-PASS method was found to require no more time per handoff, and resident workflow throughout the shift was likewise unchanged, including no change in the amount of time spent at the computer or in direct patient care. Educational Objectives By the end of the module, the learner will be able to: Practice handoff skills.Demonstrate the importance of creating a shared mental model. ReferencesTierney T and D Nestel. Role-play for medical students learning about communication: Guidelines for maximising benefits. BMC Medical Education2007;7: 3. http://doi.org/10.1186/1472-6920-7-3Medline, Google ScholarJoyner B and L Young. Teaching students using role play: Twelve tips for successful role plays. Medical Teacher2006; 28(3): 225–9. http://doi.org/10.1080/01421590600711252Medline, Google ScholarSteinhert Y. Twelve tips for using role plays in clinical teaching. Medical Teacher1993; 15(4): 283–291. http://doi.org/10.3109/01421599309006651Medline, Google Scholar Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Handoff Simulation Materials Folder I-PASS Handoff Curriculum Handoff Simulation Exercises.docx Roleplay Packet Instructions.docx Shared Mental Model Roleplay Materials Folder Roleplay Packet Instructions.docx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Related I-PASS Handoff Curriculum: Core Resident Workshop I-PASS Handoff Curriculum: Handoff Simulation Exercises I-PASS Handoff Curriculum: Computer Module I-PASS Handoff Curriculum: Campaign Toolkit I-PASS Handoff Curriculum: Faculty Development Resources I-PASS Handoff Curriculum: Faculty Observation Tools I-PASS Handoff Curriculum: Medical Student Workshop Copyright & Permissions© 2013 Calaman et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsTransferHandoffInpatient SettingRole PlayingHandoversIPASSSignoutAcknowledgmentsDrs. Calaman and Hepps are co-primary authors on this publication. Disclosures Drs. Landrigan and Srivastava are supported in part by the Child Health Corporation of America for their work on the PRIS Research Network Executive Council. Dr Starmer is supported in part by an institutional K12 award from Oregon Health and Science University and the Agency for Health Care Research and Quality, grant 1K12HS019456-01. This work was developed with input from the IIPE and the PRIS Network. Funding/Support This educational module was supported by a grant from the US Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation (# 1R18AE000023-01), in addition to an in-kind sponsorship from both the Initiative for Innovation in Pediatric Education (IIPE) and Pediatric Research in Inpatient Settings (PRIS). Loading ...
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