Presentation Description
Holly Caretta-Weyer1
1 Stanford University School of Medicine
1 Stanford University School of Medicine
Background:
Central to CBME is the need for a developmental continuum of training and practice. Trainees currently experience significant discontinuity in the transition from undergraduate (UME) to graduate medical education (GME). The learner handover aims to smooth this transition; however, little is known about the GME perspective of the desired content of the handover or the process of receiving such a handover from UME stakeholders.
Central to CBME is the need for a developmental continuum of training and practice. Trainees currently experience significant discontinuity in the transition from undergraduate (UME) to graduate medical education (GME). The learner handover aims to smooth this transition; however, little is known about the GME perspective of the desired content of the handover or the process of receiving such a handover from UME stakeholders.
Summary of Work:
Using case study methodology, semi-structured interviews were conducted with twelve emergency medicine program directors within the US. Participants were asked to describe the ideal content and process of a learner handover from UME to GME. Conventional content analysis was performed using an inductive approach.
Using case study methodology, semi-structured interviews were conducted with twelve emergency medicine program directors within the US. Participants were asked to describe the ideal content and process of a learner handover from UME to GME. Conventional content analysis was performed using an inductive approach.
Results:
A model was designed based on the desired content of a learner handover from UME to GME. This model includes a summary of the student's assessment progress on the UME EPAs, progress on specialty-specific EPAs, a reflection on diagnostic reasoning and critical thinking skills, team leadership and communication, follow-through on professional responsibilities, capacity for self-directed learning, and how to facilitate wellbeing in GME training. An ideal process was also defined for transmitting and utilizing the handover.
A model was designed based on the desired content of a learner handover from UME to GME. This model includes a summary of the student's assessment progress on the UME EPAs, progress on specialty-specific EPAs, a reflection on diagnostic reasoning and critical thinking skills, team leadership and communication, follow-through on professional responsibilities, capacity for self-directed learning, and how to facilitate wellbeing in GME training. An ideal process was also defined for transmitting and utilizing the handover.
Discussion/Conclusions:
Traditionally, entering residents are treated by program directors as blank slates due to a lack of a learner handover. PDs desire an honest assessment of a trainee's strengths and growth areas in order to aid them in their transition. A learner handover following the proposed model will ameliorate much of the current discontinuity.
Traditionally, entering residents are treated by program directors as blank slates due to a lack of a learner handover. PDs desire an honest assessment of a trainee's strengths and growth areas in order to aid them in their transition. A learner handover following the proposed model will ameliorate much of the current discontinuity.
Implications:
Formal evaluation of the proposed learner handover process is essential to ensure the needs of all stakeholders are met. Additionally, approaches to adapt the model across other specialties and contexts will need to be developed, piloted, and evaluated to determine what works, for who, and in what context to inform this work going forward.
Formal evaluation of the proposed learner handover process is essential to ensure the needs of all stakeholders are met. Additionally, approaches to adapt the model across other specialties and contexts will need to be developed, piloted, and evaluated to determine what works, for who, and in what context to inform this work going forward.
References (maximum three)
1. Morgan HK, Mejicano GC, Skochelak S, Lomis K, Hawkins R, Tunkel A, et al. A responsible educational handover: Improving communication to improve learning. Acad Med. 2020;95:194–199.