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An Embedded Curriculum to Teach Critical Incident Debriefing to Internal Medicine Residents.
Wykowski, James H; Merel, Susan; Starks, Helene; Berger, Gabrielle; Shepherd, Amanda; Gibbon, Lindsay; Kritek, Patricia A; Hicks, Katherine G.
Afiliación
  • Wykowski JH; is Chief Resident, Department of Medicine, School of Medicine, University of Washington, Seattle, Washington, USA.
  • Merel S; is Associate Professor, Department of Medicine, School of Medicine, University of Washington, and Director of Education, Cambia Palliative Care Center of Excellence, University of Washington, Seattle, Washington, USA.
  • Starks H; is Associate Professor, Department of Bioethics and Humanities, School of Medicine, University of Washington, and Co-Director, Graduate Certificate in Palliative Care, Cambia Palliative Care Center of Excellence, University of Washington, Seattle, Washington, USA.
  • Berger G; is Clinical Associate Professor, Department of Medicine, School of Medicine, University of Washington, Seattle, Washington, USA.
  • Shepherd A; is Clinical Assistant Professor, Department of Medicine, School of Medicine, University of Washington, Seattle, Washington, USA.
  • Gibbon L; is Clinical Assistant Professor, Department of Medicine, School of Medicine, University of Washington, and Cambia Palliative Care Center of Excellence, University of Washington, Seattle, Washington, USA.
  • Kritek PA; is Professor, Department of Medicine, School of Medicine, University of Washington, Seattle, Washington, USA; and.
  • Hicks KG; is Assistant Professor, Department of Medicine, Baylor College of Medicine, Houston, Texas, USA.
J Grad Med Educ ; 16(1): 59-63, 2024 Feb.
Article en En | MEDLINE | ID: mdl-38304599
ABSTRACT
Background Internal medicine residents frequently experience distressing clinical events; critical event debriefing is one tool to help mitigate their effects. Objective To evaluate the effectiveness of a 1-hour workshop teaching residents a novel, efficient approach to leading a team debrief after emotionally charged clinical events. Methods An internal needs assessment identified time and confidence as debriefing barriers. In response, we created the STREAM (Structured, Timely, Reflection, tEAM-based) framework, a 15-minute structured approach to leading a debrief. Senior residents participated in a 1-hour workshop on the first day of an inpatient medicine rotation to learn the STREAM framework. To evaluate learning outcomes, participants completed the same survey immediately before and after the session, and at the end of their 4-week rotation. Senior residents at another site who did not complete the workshop also evaluated their comfort leading debriefs. Results Fifty out of 65 senior residents (77%) participated in the workshop. After the workshop, participants felt more prepared to lead debriefs, learned a structured format for debriefing, and felt they had enough time to lead debriefs. Thirty-four of 50 (68%) workshop participants and 20 of 41 (49%) comparison residents completed the end-of-rotation survey. Senior residents who participated in the workshop were more likely than nonparticipants to report feeling prepared to lead debriefs. Conclusions A brief workshop is an effective method for teaching a framework for leading a team debrief.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Internado y Residencia Tipo de estudio: Qualitative_research Límite: Humans Idioma: En Revista: J Grad Med Educ Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
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XML
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Internado y Residencia Tipo de estudio: Qualitative_research Límite: Humans Idioma: En Revista: J Grad Med Educ Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos