Jt Comm J Qual Patient Saf. 2023 Aug;49(8):394-409. doi: 10.1016/j.jcjq.2022.12.002. Epub 2022 Dec 15.
Anesthesiology provider handoffs are complex, occur frequently, and have been associated with adverse patient outcomes. The authors sought to determine the degree to which anesthesiology handoff studies with educational interventions incorporated tenets of educational best practices.
The research team conducted a systematic review of the peer-reviewed literature focused on handoff studies with education interventions that included anesthesiology providers. Searches were conducted using PubMed, Embase, Scopus, Cochrane, and ERIC (2010-September 2021). Each phase of the article review process included at least two trained independent reviewers. In addition, pairs of trained reviewers abstracted study characteristics RESULTS: Twenty-six articles met inclusion criteria. Two thirds (18/26; 69.2%) were published after 2017, and almost three fourths (19/26; 73.1%) included learners. Education intervention descriptions varied, with only 15.4% (4/26) briefly mentioning education theory, 7.7% (2/26) with clear education objectives, and 7.7% (2/26) assessing curriculum via participant satisfaction. Most (22/26; 84.6%) assessed Kirkpatrick's level 3 (handoff behavior change), and 26.9% (7/26) assessed level 4b (patient outcomes). Medical education quality scores were low (range 6-24, mean 11.3; max 32), with more than half (15/26; 57.7%) receiving scores ≤ 10.
Educational interventions demonstrate marked heterogeneity in the use of educational theoretical concepts and established curriculum development best practices. Future studies should report on important aspects of educational interventions, which would allow for comparison across studies, yield the essential data needed to identify handoff education best practices, and improve patient safety.
麻醉学提供者交接复杂，频繁发生，并与不良患者结局相关。作者试图确定在包含教育最佳实践原则的教育干预措施的麻醉学交接研究中，这一程度如何。
研究小组对专注于交接研究的同行评审文献进行了系统回顾，这些研究包括了麻醉学提供者的教育干预措施。使用 PubMed、Embase、Scopus、Cochrane 和 ERIC（2010 年-2021 年 9 月）进行了搜索。文章审查过程的每个阶段都至少有两名经过培训的独立审查员参与。此外，经过培训的审查员成对地提取研究特征。
26 篇文章符合纳入标准。三分之二（18/26；69.2%）发表于 2017 年之后，近四分之三（19/26；73.1%）包括学习者。教育干预措施的描述各不相同，只有 15.4%（4/26）简要提及教育理论，7.7%（2/26）有明确的教育目标，7.7%（2/26）通过参与者满意度评估课程。大多数（22/26；84.6%）评估了柯克帕特里克的第 3 级（交接行为改变），26.9%（7/26）评估了第 4b 级（患者结局）。医学教育质量评分较低（范围 6-24，平均值 11.3；最大值 32），超过一半（15/26；57.7%）的评分≤10。
教育干预措施在使用教育理论概念和既定课程开发最佳实践方面存在显著的异质性。未来的研究应报告教育干预措施的重要方面，这将允许在研究之间进行比较，产生确定交接教育最佳实践所需的必要数据，并提高患者安全。
