Anesthesiology Clinic, University Hospital Aachen, Medical Faculty, RWTH Aachen University, Aachen, Germany.
Aachen Interdisciplinary Training Center for Medical Education, Medical Faculty, RWTH Aachen University, Aachen, Germany.
BMJ Open. 2018 Sep 12;8(9):e021202. doi: 10.1136/bmjopen-2017-021202.
The aim of this study was to implement and evaluate a newly developed standardised handover curriculum for medical students. We sought to assess its effect on students' awareness, confidence and knowledge regarding handover.
A controlled educational research study.
The pilot handover training curriculum was integrated into a curriculum led by the Departments of Anesthesiology and Intensive Care (AI) at the University Hospital. It consisted of three modules integrated into a 4-week course of AI. Multiple types of handover settings namely end-of-shift, operating room/postanaesthesia recovery unit, intensive care unit, telephone and discharge were addressed.
A total of n=147 fourth-year medical students participated in this study, who received either the current standard existing curriculum (no teaching of handover, n=78) or the curriculum that incorporated the pilot handover training (n=69).
Paper-based questionnaires regarding attitude, confidence and knowledge towards handover and patient safety were used for pre-assessment and post-assessment.
Students showed a significant increase in knowledge (p<0.01) and self-confidence for the use of standardised handover tools (p<0.01) as well as accurate handover performance (p<0.01) among the pilot group.
We implemented and evaluated a pilot curriculum for undergraduate handover training. Students displayed a significant increase in knowledge and self-confidence for the use of standardised handover tools and accuracy in handover performance. Further studies should evaluate whether the observed effect is sustained across time and is associated with patient benefit.
本研究旨在实施和评估新开发的标准化医学生交接班课程。我们旨在评估其对学生交接班意识、信心和知识的影响。
对照教育研究。
该试点交接班培训课程被整合到大学医院麻醉学和重症监护科（AI）主导的课程中。它由三个模块组成，整合到为期 4 周的 AI 课程中。多个交接班设置，如轮班结束、手术室/麻醉后恢复室、重症监护室、电话和出院，都被涵盖。
共有 147 名四年级医学生参加了这项研究，他们接受了当前标准的现有课程（未教授交接班，n=78）或整合了试点交接班培训的课程（n=69）。
使用纸质问卷评估交接班和患者安全的态度、信心和知识。
试点组学生在交接班知识（p<0.01）、使用标准化交接班工具的信心（p<0.01）以及准确交接班表现（p<0.01）方面均有显著提高。
我们实施并评估了本科交接班培训的试点课程。学生在使用标准化交接班工具的知识和信心以及交接班表现的准确性方面均有显著提高。进一步的研究应评估观察到的效果是否随时间持续，并与患者获益相关。
