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Abstract Number: 235
SHM Converge 2023
Background: There is no formal curriculum for medical students, residents or advanced practitioner students on appropriate clinical documentation improvement (CDI). As the primary documenters for medical records, several studies have shown benefit in billing, coding and hospital metrics with trainee education [1-2]. Despite this, there remains a scarcity of education on documentation for residents and […]
Abstract Number: 278
SHM Converge 2023
Background: Functional health literacy includes the ability to receive information, comprehend its meaning, and put it into action. Patients’ health literacy level has been found to be a stronger correlate of health status than education level and other sociodemographic variables. Individuals with below basic/basic health literacy utilize the healthcare system more often and spend more […]
Abstract Number: 306
SHM Converge 2023
Background: Background: The UNC Meet My Loved One (MMLO) project was implemented during the early stages of the COVID-19 pandemic. As COVID-19 surged, patients and healthcare workers experienced unique factors that diminished recognition of patient personhood and increased healthcare worker (HCW) burnout. Adapted from the University of Alabama’s MMLO initiative, the UNC Palliative Care team […]
Abstract Number: 308
SHM Converge 2023
Background: Managing the complex environment of a general medicine ward requires high performing interdisciplinary teams.(1) In 2016, an Accountable Care Unit (ACU) was implemented on a 35-bed medicine ward at a community based teaching hospital to develop high performing interdisciplinary teams. One of the four features of an ACU is Structured Interdisciplinary Bedside Rounds (SIBR)(2), […]
Abstract Number: 309
SHM Converge 2023
Background: Hospital discharge summaries are critical to transitions of care as they are oftentimes the only substantive form of communication that accompanies patients to their next care setting. The lack of interoperability in our healthcare IT ecosystem amplifies the need for discharge summaries to mitigate subsequent duplication of services and increased costs. These documents must […]
Abstract Number: 313
SHM Converge 2023
Background: Point-of-care ultrasound is defined as a goal-directed, bedside ultrasound examination performed by a health care provider to answer a specific diagnostic question or to guide the performance of an invasive procedure. Its use has been endorsed by the American Academy of Family Physicians, American College of Physicians, and the Society of Hospital Medicine. Yet […]
Abstract Number: 314
SHM Converge 2023
Background: Interprofessional education (IPE) has been shown to enhance knowledge, skills, and collaborative attitudes among healthcare providers, while also improving patient outcomes. While IPE is becoming more common in undergraduate medical education, many graduate medical education (GME) programs currently lack formal curricula. Those GME curricula that involve experiential learning have focused largely on the nursing […]
Abstract Number: 317
SHM Converge 2023
Background: Clinical case vignettes (CCVs) help trainees develop academic writing and conference presentation skills while learning clinical reasoning and diagnostic approaches. For hospitalists, CCVs provide academic meeting involvement, scholarly activity, and mentor relationships. Both groups face submission barriers. Heavy clinical burdens may limit hospitalists writing time, whereas students lack case exposure, clinical knowledge and writing […]
Abstract Number: 319
SHM Converge 2023
Background: Studies, particularly the MARQUIS trial, have demonstrated the value of pharmacist-led medicine reconciliation. At our institution, we partnered with the College of Pharmacy to implement, revise, and grow a novel hospitalist-led transitions of care pharmacy student rotation. Pharmacy students work directly with attending hospitalists to address admission medication reconciliation errors and collaborate in the […]
Abstract Number: 320
SHM Converge 2023
Background: Educational efforts targeting diagnostic reasoning have been proposed by the National Academy of Medicine as a means to reduce diagnostic errors. Building on situativity theory, which describes how the context in which we reason impacts our diagnostic ability, teaching diagnostic reasoning should ideally occur in tandem with patient care. Tracking patient outcomes can improve […]