gms | German Medical Science

Gemeinsame Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) und des Arbeitskreises zur Weiterentwicklung der Lehre in der Zahnmedizin (AKWLZ)

30.09. - 03.10.2015, Leipzig

Implementation of a pilot curriculum on standardized medical handover – effect on medical students’ practical performance and attitude

Meeting Abstract

  • corresponding author presenting/speaker Jennifer Butte - RWTH Aachen, Uniklinik, Aachener Interdisziplinäres Trainingszentrum für medizinische Ausbildung, Aachen, Germany
  • author Lina Stieger - RWTH Aachen, Uniklinik, Aachener Interdisziplinäres Trainingszentrum für medizinische Ausbildung, Aachen, Germany
  • author Hanna Schröder - RWTH Aachen, Uniklinik, Aachener Interdisziplinäres Trainingszentrum für medizinische Ausbildung, Aachen, Germany
  • author Laura Gilles - RWTH Aachen, Uniklinik, Aachener Interdisziplinäres Trainingszentrum für medizinische Ausbildung, Aachen, Germany
  • author Saša Sopka - RWTH Aachen, Uniklinik, Aachener Interdisziplinäres Trainingszentrum für medizinische Ausbildung, Aachen, Germany

Gemeinsame Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) und des Arbeitskreises zur Weiterentwicklung der Lehre in der Zahnmedizin (AKWLZ). Leipzig, 30.09.-03.10.2015. Düsseldorf: German Medical Science GMS Publishing House; 2015. DocP7-090

doi: 10.3205/15gma137, urn:nbn:de:0183-15gma1372

Veröffentlicht: 31. August 2015

© 2015 Butte et al.
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Gliederung

Text

Fragestellung/Einleitung: This controlled pilot study investigates the influence of a teaching module concerning standardized handover in the field of anesthesiology, intensive care and emergency medicine on the students’ learning progress (Knowledge/Skills/Attitude). In this abstract we refer to the WP5-Report of the patient project partners, who present their process of implementation of the handover modules as a feasibility analysis [http://patient-project.eu/wp-content/uploads/2012/10/PATIENT_WP5_REPORT_public.pdf citied 05-06-2015].

Methoden: Medical students of the RWTH Aachen are tested in their eighth or ninth semester (end of 4th year, first half of the 5th year). During those semesters students pass clinical rotations in different clinical disciplines, one of them being anesthesiology- intensive care- emergency care (AIE). We integrated the handover pilot curriculum into the existing schedules of the AIE block rotation with three additional teaching units. They consist of an interactive seminar (unit 1) and a practical handover training (unit 2) accompanied by longitudinal e-learning offers and an assessment session (unit 3). For the intervention group complete data is registered for n=35, the control group contains n=31.

The teaching module is based on a curriculum, which has been elaborated within the scope of the patient-project http://www.patient-project.eu]: Certain topics of this curriculum have been selected and prepared to be presented to the intervention group. Practical training was built on the basis of clinical AIE scenarios and integrated different settings of handover as a shift change, patient transfer, telephone handover etc.

The data acquisition results from evaluation questionnaires – one before and one after the AIE-Block. These questionnaires include 25-28 items regarding knowledge and attitude towards handover. Additionally we measured practical performance through a videotaped handover performance at the end of the AIE-Block: The students had time to work through a patient’s file and to perform a handover of this patient in a simulated change of shift.

Ergebnisse: First data analysis show that students of the intervention group evaluate themselves more confident performing verbal and written handovers and consider the handover training as useful and important. The analysis of the video based assessment is still pending but will be completed till the date of the GMA-conference.