ArticleJournal of hospital medicine2013
An academic hospitalist model to improve healthcare worker communication and learner education: results from a quasi-experimental study at a Veterans Affairs medical center.
Article in Journal of hospital medicine, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 22 citations in OpenAlex.
- Effect of Increased Inpatient Attending Physician Supervision on Medical Errors, Patient Safety, and Resident Education: A Randomized Clinical Trial.JAMA internal medicine · 2018Trial
- Comparing Japanese University Hospitals' and Community Healthcare Facilities' Research Contributions on PubMed.International journal of general medicine · 2023Article
- Integrative hospital treatment in older patients to benchmark and improve outcome and length of stay - the In-HospiTOOL study.BMC health services research · 2019Article
- Novel combined patient instruction and discharge summary tool improves timeliness of documentation and outpatient provider satisfaction.SAGE open medicine · 2017Article
- A scoping review of new implementations of interprofessional bedside rounding models to improve teamwork, care, and outcomes in hospitals.Journal of interprofessional careArticle
Corrections and comments
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Authors and funding
7 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAlthough hospitalists may improve efficiency and quality of inpatient care, their effect on healthcare-worker communication and education has been less well-studied.
objectiveTo test various approaches to improving healthcare-worker communication and learner education within the context of a newly designed academic hospital medicine program.
designBefore-and-after design with concurrent control group.
settingA Midwestern Veterans Affairs medical center.
interventionMultimodal systems redesign of 1 of 4 medical teams (Gold team) that included clinical modifications (change in rounding structure, with inclusion of nurses, a Clinical Care Coordinator, and a pharmacist) and educational interventions (providing explicit expectations of learners and providing a reading list for both learners and attending physicians). MEASUREMENTS: Number of admissions, length of stay, readmissions, house officer and medical student ratings of attendings' teaching, medical student internal medicine National Board of Medical Examiners Subject Examination ("shelf" exam) scores, and clinical staff surveys.
resultsLength of stay was reduced by about 0.3 days on all teams after the initiative began (P = 0.004), with no significant differences between Gold and non-Gold teams. The majority of physicians (83%) and nurses (68%) felt that including nurses during rounds improved healthcare-worker communication; significantly more nurses were satisfied with communication with the Gold team than with the other teams (71% vs 53%; P = 0.02). Gold attendings generally received higher teaching scores compared with non-Gold attendings, and third-year medical students on the Gold team scored significantly higher on the shelf exam compared with non-Gold team students (84 vs 82; P = 0.006).
conclusionsAcademic hospitalists working within a systems redesign intervention were able to improve healthcare-worker communication and enhance learner education without increasing patient length of stay or readmission rates.
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