Background: Medical errors commonly occur during transitions of care, but medical trainees receive little formal education in how to recognize and address those patients most at risk. Teaching third year medical students to identify risk factors for adverse events may highlight practice changes to enhance safety during transitions. Purpose: To determine if a Transitions of [...]

Background: Optimal patient care requires excellent patient communication skills. These skills are associated with improved patient satisfaction and adherence and may positively impact overall patient care and reduction in readmissions. Standardized patients (SPs) are commonly used in Undergraduate and Graduate Medical Education; however, their use for faculty education is uncommon, despite being considered an effective [...]

Background: Time with learners is a finite resource on the teaching wards. As patient care becomes progressively more complex and clinical demands increase, it can be easy for teaching to get deferred to the next day, which is inevitably just as busy as the day before. Limitation in time due to clinical demands is a [...]

Background: CDC guidelines recommend and promote public awareness for Hepatitis C virus (HCV) screening for baby boomers (1945-1965) and individuals who report risk factors such as IDU. These strict guidelines and targeted educated are hindering positive patients who are non- baby boomers without risk factors from entering care due to the lack of education for [...]

Background: Identifying system failures and contributing to a culture of safety and improvement has been recognized by the AAMC as a Core Entrustable Professional Activity (EPA) for entering residency. The AAMC has endorsed increased quality improvement and patient safety (QI/PS) education during medical school. However, a cross-sectional study found that medical students have low knowledge [...]

Background: Hospital medicine is a growing field, including the subset of academic hospital medicine. Little is known about the characteristics of academic hospitalist programs, leadership, structure and faculty. Methods: A multifaceted survey was developed, piloted and refined to explore and define characteristics of academic hospital medicine. It was sent electronically, with follow up email and [...]

Background: Resident work rounds (RWR) serve as the venue for team-based patient interaction, subsequent patient care planning, and education through didactics and observation. However, the expectations of RWR are unclear; do residents continue to see patients and is teaching still expected? If not, what barriers exist? Few studies examining RWR structure have been done however [...]

Background: The role of the clerkship director (CD) in Internal Medicine (IM) has been increasingly recognized and valued as a ‘legitimate pathway towards academic advancement. We hypothesized that salary support for the IM CD has lagged behind the recommended 0.5 full-time equivalent (FTE) put forth by Pangaro and colleagues. Methods: In 2016, Clerkship Directors in [...]

Background: Hospital readmission rates may be influenced by the level of healthcare literacy. Patients who lack an understanding of their diagnosis and warning signs have the potential to not seek medical care in a timely manner. The information patients tend to receive upon discharge is lengthy and unclear. In addition, instructions are not standardized across [...]

Background: Feedback on clinical management and diagnostic accuracy may enhance physicians’ learning and reduce diagnostic error. Residents on night admitting rotations rarely receive feedback on their clinical management and seldom have the opportunity to reflect on their patients’ clinical courses. Barriers include the lack of a structured approach to feedback and reflection, discontinuous training environments, [...]