Development, Implementation, and Dissemination of the I-PASS Handoff Curriculum: A Multisite Educational Intervention to Improve Patient Handoffs.
Starmer, Amy J. MD, MPH; O'Toole, Jennifer K. MD, MEd; Rosenbluth, Glenn MD; Calaman, Sharon MD; Balmer, Dorene PhD, RD; West, Daniel C. MD; Bale, James F. Jr. MD; Yu, Clifton E. MD; Noble, Elizabeth L.; Tse, Lisa L.; Srivastava, Rajendu MD, MPH, FRCPC; Landrigan, Christopher P. MD, MPH; Sectish, Theodore C. MD; Spector, Nancy D. MD; for the I-PASS Study Education Executive Committee
89(6):876-884, June 2014.
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Patient handoffs are a key source of communication failures and adverse events in hospitals. Despite Accreditation Council for Graduate Medical Education requirements for residency training programs to provide formal handoff skills training and to monitor handoffs, well-established curricula and validated skills assessment tools are lacking. Developing a handoff curriculum is challenging because of the need for standardized processes and faculty development, cultural resistance to change, and diverse institution- and unit-level factors. In this article, the authors apply a logic model to describe the process they used from June 2010 to February 2014 to develop, implement, and disseminate an innovative, comprehensive handoff curriculum in pediatric residency training programs as a fundamental component of the multicenter Initiative for Innovation in Pediatric Education-Pediatric Research in Inpatient Settings Accelerating Safe Sign-outs (I-PASS) Study. They describe resources, activities, and outputs, and report preliminary learner outcomes using data from resident and faculty evaluations of the I-PASS Handoff Curriculum: 96% of residents and 97% of faculty agreed or strongly agreed that the curriculum promoted acquisition of relevant skills for patient care activities. They also share lessons learned that could be of value to others seeking to adopt a structured handoff curriculum or to develop large-scale curricular innovations that involve redesigning firmly established processes. These lessons include the importance of approaching curricular implementation as a transformational change effort, assembling a diverse team of junior and senior faculty to provide opportunities for mentoring and professional development, and linking the educational intervention with the direct measurement of patient outcomes.
(C) 2014 by the Association of American Medical Colleges