Background: Attending evaluations by medical students have many implications including promotion, teaching opportunities, job satisfaction and reputation both for individuals and for groups. In addition to teaching on traditional ward teams with housestaff and students, hospitalists are more commonly teaching in an apprenticeship model, where an attending, often carrying a full census, directly supervises and [...]

Background: Incoming interns must understand the specific culture of safety at their new institution as well as processes that they are expected to know on day 1 of residency. As part of an immersive half-day simulation program for incoming interns called First Night On Call (FNOC), we developed a hypotension Group Observed Standardized Clinical Encounter [...]

Background: The transition from medical student to intern presents a major patient safety concern. Incoming interns must understand the specific culture of safety at their new institution and processes that they are expected to perform on day 1 of residency without direct supervision. We developed an immersive, integrated First Night On Call (FNOC) simulation to [...]

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: 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: 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: Point of care ultrasound (POCUS) significantly augments physical exam and improves medical management, and many medical schools across the United States are implementing undergraduate POCUS curricula. As a result, internal medicine (IM) residency programs have incoming interns with varying levels of POCUS knowledge and skill. We administered a needs assessment questionnaire to incoming interns [...]

Background: The Advanced Practice Fellowship at the University of Colorado Hospital is a 13-month post-graduate program designed to provide Nurse Practitioners and Physician Assistants with the medical knowledge and clinical skills necessary to practice hospital based medicine. As part of the program, Advanced practice fellows (APFs) have historically attended the internal medicine case conference, which [...]

Background: Feedback and teaching are critical to the development of clinical skills. Although they occur with regularity on medical wards, learners infrequently recognize them (Kogan et al. 2000). Feedback has been defined as providing information related to a learner’s performance that is intended to guide future thinking and behavior (Ende 1983, Shute 2008); while teaching [...]