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PATIENT Workshop at GMA2013
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PATIENT Workshop at GMA2013

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Workshop given at Jahrestagung der Gesellschaft für Medizinische Ausbildung 26.-28. September 2013, GMA2013.

Workshop given at Jahrestagung der Gesellschaft für Medizinische Ausbildung 26.-28. September 2013, GMA2013.

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PATIENT Workshop at GMA2013 PATIENT Workshop at GMA2013 Presentation Transcript

  • Workshop 22 Standardisierte Medizinische Übergaben Wie lernen, lehren und implementieren? 27.09.2013 Jahrestagung der Gesellschaft für Medizinische Ausbildung, GMA2013, Graz, Austria , Saša Sopka, Susanne Druener, Lina Stieger, Hendrik Drachsler, Kathleen Hartkopf, Carola Orego, Mariona Secanell, Bridgit Maher, Pat Henn, Helen Hynes
  • Workshop structure 1. Short introduction of participants (20 min) (1 sentence + expectations on card) 2. Project summary of PATIENT (20 min) 3. Group work (4-5 people) (30 min) A) Which challenges do you see for implementation of a handover study module at your university? B) How would you face/resolve those challenges? presentation of group work results 4. Discussion (20 min)
  • 1. PATIENT project 2. Knowledge transfer 3. Invite you to become partners Objectives
  • What is a HANDOVER? Shorter hospitalizations, more frequent patient transitions high demands on the quality of clinical handovers
  • WHO High 5 Patient Safety The World Health Organization (WHO) lists accurate handovers as one of its High 5 Patient Safety initiatives. Training of handover skills would appear to be a promising approach to improve the quality of patient continue care. WHO Patient Safety Curriculum Guide. Published October 2011.
  • Providing modern and innovative learning experiences
  • Providing modern and innovative learning experiences
  • 1. During the lifetime of the project around 120 students will be reached while piloting the handover module. 1. FAD (20 medical students, 20 nurses) 2. UCC (40 medical students) 3. UKA (40 medical students) 2. After the PATIENT project is completed, 550 to 650 students will be reached on a yearly basis. 1. UKA: 220 – 250 2. UCC: 150 – 180 3. FAD: 60 + 140 nurses Expected Impact The HANDOVER study module aims to:
  • WP2 - Needs Analysis Carola  Orrego,  Mariona  Scannell, Avedis  Donabedian  University  Ins7tute,  Barcelona,  Spain
  • Objectives of WP3 Training Needs Analysis (TNA): To assess, identify and analyse the educational needs of under-graduate medical students relating to the transfer of clinical information in key situations.
  • Dimensions of the TNA A. Importance and confidence about some competences related with Handover practices B. Attitudes and awareness about Handover experiences in clinical practice C. Curriculum content about handover D. Preferences and confidence about the learning environment
  • Identified Student Needs SELF ASSESSMENT •Develop a discharge plan •Write a complete and accurate discharge letter •Make appropriate patient referrals •Use of standardized tools and methods for handover processes CURRICULUM CONTENT •Stress management •Content of handover (patients, doctors, others) •Reporting of adverse events •Patients understanding •Speaking up (incidents/problems) ATTITUDES AND AWARENESS •The use of standardized tools •How to perform a proper handover •How to deal with/respond to medical error •To deal with conflict resolution LEARNING PREFERENCES •Students prefer to learn handover in clinical environment (simulations & online course) •Enough technical skills for online course •In term of access e-learning is advantageous •Confidence about using social network •Uncertainty about simulated ward effectiveness
  • Conclusions from the TNA • To build an integrative handover training module • An online approach is possible, feasible and well accepted • We should consider to include an interactive and personal approach between students / academics.
  • Conclusions from the TNA To improve knowledge, attitudes and skills about handover process we need to consider: • Specific procedures and activities as use of standardization tools (admission, medication, discharge) and methods for handover • Generic and more cultural aspect as error disclosure, conflict resolution, stress management are needed
  • WP3 - Learning Outcomes Helen  Hynes,  Pat  Henn University  College,  Cork,  Ireland
  • Group Concept Mapping
  • Helen Hynes, P at Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler! Work Package 3! • Results:! • Sorting: 22 participants! • Experts - 75% (15/20) greater than 10 years professional experience! Participant Question Option Frequency % Professional experience 0 years 0 0.00 1-5 years 3 13.64 6-10 years 2 9.09 More than 10 years 15 68.18 did not respond 2 9.09 TOTAL 22 100.00
  • The Point Map 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 7172 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107
  • WP 3 Statements and Clusters! Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
  • The cluster map 1 10 16 30 34 38 47 55 77 82 91 98 4 5 9 28 36 43 50 57 65 69 74 81 96 6 18 27 35 48 59 80 93 94 99 12 15 42 45 46 62 101 104 105 2 7 11 17 19 26 44 63 67 70 73 75 78 88 92 95 8 13 20 29 76 83 89 24 31 37 53 54 100 106 107 3 32 39 40 52 58 61 68 71 86 102 14 21 22 23 25 33 49 51 56 60 6466 72 79 85 87 97 41 84 90 103 ! 98. to get an in advance designed standardized handover-letter instead of a long discharge letter 34. to write a discharge letter in the simulated clinical environment Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler! The cluster map 1 10 16 30 34 38 47 55 77 82 91 98 4 5 9 28 36 43 50 57 65 69 74 81 96 6 18 27 35 48 59 80 93 94 99 12 15 42 45 46 62 101 104 105 2 7 11 17 19 26 44 63 67 70 73 75 78 88 92 95 8 13 20 29 76 83 89 24 31 37 53 54 100 106 107 3 32 39 40 52 58 61 68 71 86 102 14 21 22 23 25 33 49 51 56 60 6466 72 79 85 87 97 41 84 90 103 ! 98. to get an in advance designed standardized handover- letter instead of a long discharge letter 34. to write a discharge letter in the simulated clinical environment 97. appreciate that a timely handover is the basis for continuity of care 66. that the students will explain why handovers of care are necessary in clinical medicine Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
  • The cluster map 1 10 16 30 34 38 47 55 77 82 91 98 4 5 9 28 36 43 50 57 65 69 74 81 96 6 18 27 35 48 59 80 93 94 99 12 15 42 45 46 62 101 104 105 2 7 11 17 19 26 44 63 67 70 73 75 78 88 92 95 8 13 20 29 76 83 89 24 31 37 53 54 100 106 107 3 32 39 40 52 58 61 68 71 86 102 14 21 22 23 25 33 49 51 56 60 6466 72 79 85 87 97 41 84 90 103 ! 98. to get an in advance designed standardized handover- letter instead of a long discharge letter 34. to write a discharge letter in the simulated clinical environment 97. appreciate that a timely handover is the basis for continuity of care 66. that the students will explain why handovers of care are necessary in clinical medicine Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
  • 10 Cluster labels
  • Rating: Difficulty
  • Rating: Importance
  • Pattern Match
  • WP4 - Implementation Sasa  Sopka,  Susanne Druener, Lina Stieger, Hana Schroeder RWTH  Aachen  University,  Germany
  • WP4 Tasks • Integrating Outcomes of WP2 and WP3 • Development Standardization of curriculum considering the different environment • Assessment method with evidence- based outcomes • Creating a training concept transferable and applicable in different settings • Interprofessional and intercultural aspects in development of the curriculum
  • 4-5 people (30 min) A) Which challenges do you see for implementation of a handover study module at your university? B) How would you face/resolve those challenges? Group work
  • This silde is available at: http://www.slideshare.com/Drachsler Email: hendrik.drachsler@ou.nl Skype: celstec-hendrik.drachsler Blogging at: http://www.drachsler.de Twittering at: http://twitter.com/HDrachsler Many thanks for your attention!