The document outlines a workshop focused on the standardization of medical handovers to improve patient care quality. It highlights objectives, participant contributions, and challenges related to implementing a handover study module in medical education, emphasizing the need for innovative training methods and curriculum development. The workshop fosters collaboration among participants to address implementation challenges while enhancing handover competencies in various healthcare settings.

1. 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

2. 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)

3. 1. PATIENT project
2. Knowledge
transfer
3. Invite you
to become
partners
Objectives

4. What is a HANDOVER?
Shorter hospitalizations, more frequent patient transitions
high demands on the quality of clinical handovers

5. 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.

6. Providing modern and innovative
learning experiences

7. Providing modern and innovative
learning experiences

8. 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:

9. WP2 - Needs Analysis
Carola
Orrego,
Mariona
Scannell,
Avedis
Donabedian
University
Ins7tute,
Barcelona,
Spain

10. 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.

11. 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

12. 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

13. 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.

14. 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

15. WP3 - Learning Outcomes
Helen
Hynes,
Pat
Henn
University
College,
Cork,
Ireland

16. Group Concept Mapping

17. 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

18. The Point Map
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19. WP 3 Statements and Clusters!
Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!

20. The cluster map
1
10 16 30
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77
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91
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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
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74
81
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45 46
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76 83
89
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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!

21. 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!

22. 10 Cluster labels

23. Rating: Difficulty

24. Rating: Importance

25. Pattern Match

26. WP4 - Implementation
Sasa
Sopka,
Susanne Druener, Lina Stieger,
Hana Schroeder
RWTH
Aachen
University,
Germany

28. 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

29. 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

30. 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!