ArticleJournal of general internal medicine2026
A Structural and Educational Intervention to Improve Inter-Visit Care in an Internal Medicine Residency Clinic: A Multimethod Evaluation.
Article in Journal of general internal medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundInter-visit care (IVC), including test result management and asynchronous patient communication, is a growing component of ambulatory practice. Despite its clinical importance, IVC is inconsistently taught, supervised, and assessed in residency programs. Prior interventions address either educational or structural aspects of IVC in isolation, limiting understanding of how integrated approaches support both learning and patient care.
objectiveTo evaluate the educational and clinical impact of an integrated curricular and structural intervention to improve IVC practices in an internal medicine residency clinic.
designMultimethod evaluation using a retrospective pre-post survey of educational outcomes and chart review of matched resident cohorts before and after implementation for patient communication outcomes.
participantsThirty-two internal medicine residents in an academic continuity clinic during the 2023-2024 academic year.
interventionsA combined intervention consisting of (1) a firm-based inbox coverage system to ensure continuity of test result follow-up and supervision and (2) a longitudinal IVC curriculum addressing electronic health record efficiency, clinical reasoning in inter-visit decision-making, and professional responsibility. Educational sessions were aligned with clinical supervision through shared faculty oversight and inbox office hours. MAIN MEASURES: The primary educational outcome was residents' self-reported confidence in IVC-related skills. Clinical outcomes included clinic-level and resident-level rates and timeliness of test result communication before and after the intervention. KEY
resultsSurvey results showed improvements in residents' perceived confidence across IVC skill domains. Clinic-wide, the proportion of test results communicated increased from 57 to 76% (p < 0.01), and mean time to communication decreased from 18.7 to 8.5 days (p < 0.01). Resident-level analysis showed variable patterns of change across baseline communication tertiles and training level.
conclusionsAn integrated curricular and structural intervention was associated with improvements in resident-reported skills and clinic-level outcomes. These findings support treating IVC as a multidimensional clinical domain that benefits from alignment between educational objectives and clinical systems. CLINICAL TRIAL NUMBER: Not applicable.
Indexed as
Identifiers
42693370What OpenQuestion holds
Registered trials
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.