Background: SHM Key Characteristic 9.1 on patient centered care encourages using guidelines/checklists to reinforce effective communication. Focused practice performance evaluations (FPPE) are a required regulatory hospital process for new medical staff members. In cognitive specialties, such as hospital medicine, completing an objective assessment of clinical skills can be difficult, with most initial evaluations based on [...]

Background: Patient evaluation of satisfaction with their physician has been utilized for several years and is now being included as a parameter utilized to calculate reimbursement. Despite the routine use of these evaluations by most hospitals and agencies, little research has been done to evaluate the metrics of patient evaluations. We sought to assess whether [...]

Background: The Hospitalist Division at Washington University in St. Louis provides coverage for multiple different services at Barnes-Jewish Hospital. At the present time, there are a total of 68 MDs and 6 NPs caring for greater than 100 patients on a daily basis. Our main Hospital Medicine service is comprised of 11 different Hospitalist attending [...]

Background: Increased fragmentation of inpatient medical care requires hospitalists to frequently hand off their patients to other providers. Communication breakdown during transitions of care is a major cause of adverse events. Direct observation of handoff encounters and performance feedback can help providers develop the skills needed to safely transition patients across the health system and [...]

Background: Risk of having a major adverse cardiac event in the perioperative period is known to be raised among those with underlying cardiovascular disease undergoing noncardiac surgery. ACC/AHA 2014 guideline is an excellent tool for the physicians to evaluate perioperative cardiac risk. However, the evidence-based set of algorithms are often under- or inappropriately utilized due [...]

Background: Gender disparities in academic medicine are well-documented. In many current academic settings, decisions regarding faculty promotion, teaching time, and pay are influenced by performance evaluations. As a result, it is crucial to understand how evaluations may be impacted by gender bias. There are three aims to this study: 1) assess for differences in the [...]

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: 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: Feedback in clinical training is essential to reinforce positive behaviors and to provide areas for improvement. Numeric ratings from student performance evaluations are helpful but are not sufficient to guide the learner about where they may be excelling and where they may need additional development. Narrative written feedback both reinforces verbal feedback and provides [...]

Background: End of rotation evaluations by attending physicians document resident performance and inform promotion. Unsatisfactory response rates and inadequate qualitative responses are a common problem. To address these issues, we implemented a single-question, Entrustable Professional Activities (EPA) based assessment tool on our inpatient ward rotations and compared it to our existing ACGME milestone-based assessment tool. [...]