Observational studyJournal of general internal medicine2018
Service and Education: The Association Between Workload, Patient Complexity, and Teaching on Internal Medicine Inpatient Services.
Observational study in Journal of general internal medicine, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
6 citing papers in PubMed, 10 citations in OpenAlex.
- Safety in Numbers: A Scoping Review of Patient Census and Patient Outcomes.Annals of surgery open : perspectives of surgical history, education, and clinical approaches · 2025Article
- Population-Based Trends in Complexity of Hospital Inpatients.JAMA internal medicine · 2024Article
- Evaluation of an Education-based Training Orientation for Resident Physicians in an Intensive Care Unit in Hawai'i.Hawai'i journal of health & social welfare · 2022Article
- Huddles and their effectiveness at the frontlines of clinical care: a scoping review.Journal of general internal medicine · 2021Article
- Determination of Clinical Parameters Sensitive to Functional Voice Disorders Applying Boosted Decision Stumps.IEEE journal of translational engineering in health and medicine · 2020Article
- Capsule Commentary on Ratcliffe et al., "Service and Education: the Association Between Workload, Patient Complexity, and Teaching on Internal Medicine Inpatient Services".Journal of general internal medicine · 2018Article
Corrections and comments
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Authors and funding
6 authors at 4 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAttending rounds remain the primary venue for formal teaching and learning at academic medical centers. Little is known about the effect of increasing clinical demands on teaching during attending rounds.
objectiveTo explore the relationships among teaching time, teaching topics, clinical workload, and patient complexity variables.
designObservational study of medicine teaching teams from September 2008 through August 2014. Teams at two large teaching hospitals associated with a single medical school were observed for periods of 2 to 4 weeks.
participantsTwelve medicine teaching teams consisting of one attending, one second- or third-year resident, two to three interns, and two to three medical students. MAIN MEASURES: The study examined relationships between patient complexity (comorbidities, complications) and clinical workload variables (census, turnover) with educational measures. Teams were clustered based on clinical workload and patient complexity. Educational measures of interest were time spent teaching and number of teaching topics. Data were analyzed both at the daily observation level and across a given patient's admission. KEY
resultsWe observed 12 teams, 1994 discussions (approximately 373 h of rounds) of 563 patients over 244 observation days. Teams clustered into three groups: low patient complexity/high clinical workload, average patient complexity/low clinical workload, and high patient complexity/high clinical workload. Modest associations for team, patient complexity, and clinical workload variables were noted with total time spent teaching (9.1% of the variance in time spent teaching during a patient's admission; F[8,549] = 6.90, p < 0.001) and number of teaching topics (16% of the variance in the total number of teaching topics during a patient's admission; F[8,548] = 14.18, p < 0.001).
conclusionsClinical workload and patient complexity characteristics among teams were only modestly associated with total teaching time and teaching topics.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.