1. CLICK TO GO BACK TO KIOSK MENU
Teaching the Art of a Great Hand Off in the Emergency Department
Leah Bright, DO, FACEP
CLICK TO GO BACK TO KIOSK MENU
Johns Hopkins Medical Institute
Conclusion (click)
Hand off curriculum improves hand off safety
Resident physicians want to be taught how to hand off patients effectively
An adapted version of IPASS is an effective tool to teach to all physicians
Abstract (click)
Transfer of patient care , or “hand offs”, are recognized as an area within medical practice where errors occur
Patient safety is at risk during hand offs
The art of transferring care should be taught to residents to decrease errors during training and beyond
A hand off curriculum and retention of this skill has been identified as a requirement by the ACGME
No established curriculum or validated method for teach this skill in Emergency Medicine
Using IPASS as a guide, a curriculum was developed to address this lack of training
Easily integrated into a conference didactic
Needs Assessment
Pre and post-curriculum survey
Curriculum
OPA (observable practice assessment) pre and post curriculum
Material & Methods (click) . dd
Results (click)
Survey Results:
-improved safety
-continued education
OPA Results:
-improved presentations
-improved rounding time
Logos here

2. EM IPASS Adaption
EM PASS
IPASS

3. Method Needs assessment for the residents Pre Curriculum survey
Pre Curriculum OPA (observable practice assessment)
Curriculum ; twice yearly
Intern orientation
Conference didactic
Post Curriculum survey
Post Curriculum OPA (same as pre)
Data
Length of presentation
Length of hand off rounds
Survey results
OPA results

4. Curriculum Lecture: Simulation: Small groups discussion:
Literature review of medical errors
IPASS literature review
Adapted method: EM PASS
Simulation:
Residents practice the EM PASS with pre-written cases in a small group setting; faculty led
Small groups discussion:
Feedback, peer teaching, faculty mentorship

5. Pre and Post Survey
Pre-survey
Post-survey

6. Results

7. Results

8. Conclusion Survey results OPA results
Average from 50% to 75% (25% improvement)
PGY 3 and 4 residents noted 100% more often, most likely due to experience
PGY 1 and 2 residents tended to score lower
OPA results
Consistent results among the senior residents
Junior residents improved after curriculum

9. References