Handover education improves skill and confidence
© 2015 John Wiley & Sons Ltd Background: Despite the frequency of patient-care handovers and vulnerability to errors, medical schools infrequently teach handover skills. Our study evaluated the impact of a medical school handover curriculum on students’ performance, as rated by faculty members, peers and self-assessment. Methods: Nineteen fourth-year medical students participated in a handover curriculum that included a workshop and three directly observed patient handovers, with feedback from faculty members. Multivariate repeated-measures analysis evaluated faculty member, peer, and self-rated performance over time. Students’ self-assessed confidence in performing handovers prior to, at the end of, and 8–12 months after the curriculum was also analysed. Results: Faculty member, peer and self-assessments showed that students’ performance significantly improved after the curriculum, on handover content, clinical judgment and overall performance (p < 0.05). Students rated the curriculum as effective and characterised themselves as more prepared to perform handovers, with these findings persisting for 8–12 months (p ≤ 0.001). Medical schools infrequently teach handover skills. Discussion: A handover curriculum appears to improve medical students’ handover performance, as evaluated by independent ratings from faculty members, peers and the students themselves, in addition to improving the students’ confidence.
Stojan, J., Mullan, P., Fitzgerald, J., Lypson, M., Christner, J., Haftel, H., & Schiller, J. (2016). Handover education improves skill and confidence. Clinical Teacher, 13 (6). http://dx.doi.org/10.1111/tct.12461