Perspective: Beyond counting hours: The importance of supervision, professionalism, transitions of care, and workload in residency training

Daniel J. Schumacher, Sara R. Slovin, Meredith P. Riebschleger, Robert Englander, Patricia J. Hicks, Carol Carraccio

Research output: Contribution to journalReview article

29 Citations (Scopus)

Abstract

The medical education community's conversations about residents' duty hours have long focused solely on the number of those hours. In July 2011, the Accreditation Council for Graduate Medical Education (ACGME) enacted its most recent iteration of standards regarding duty hours. Those standards, as well as a 2008 Institute of Medicine report, look beyond the quantity of duty hours to address their quality as well. Indeed, the majority of the 2011 ACGME standards specify requirements for the qualitative components of residents' working and learning environments, including supervision of residents; professionalism, personal responsibility, and patient safety; transitions of care; and clinical responsibilities (including workload). The authors believe that focusing on these qualitative (rather than quantitative) components of the resident's working and learning environment provides the greatest promise for balancing patient care with resident education, thus optimizing the safety and effectiveness of both. For each of the four qualitative components that the authors discuss (enhancing supervision, nurturing professionalism and personal responsibility, ensuring safe transitions of care, and optimizing workloads and cognitive loads), they offer agendas for faculty development, educational program planning, and research. Thus, the authors call on the medical education community to expand its discussion beyond counting duty hours to focus on these critical issues that ensure quality resident education and patient care and to implement necessary strategies to address them.

Original languageEnglish (US)
Pages (from-to)883-888
Number of pages6
JournalAcademic Medicine
Volume87
Issue number7
DOIs
StatePublished - Jul 2012
Externally publishedYes

Fingerprint

workload
supervision
resident
education
accreditation
patient care
responsibility
learning environment
graduate
educational planning
education standards
program planning
educational program
community
professionalism
conversation
medicine

ASJC Scopus subject areas

  • Education

Cite this

Perspective : Beyond counting hours: The importance of supervision, professionalism, transitions of care, and workload in residency training. / Schumacher, Daniel J.; Slovin, Sara R.; Riebschleger, Meredith P.; Englander, Robert; Hicks, Patricia J.; Carraccio, Carol.

In: Academic Medicine, Vol. 87, No. 7, 07.2012, p. 883-888.

Research output: Contribution to journalReview article

Schumacher, Daniel J. ; Slovin, Sara R. ; Riebschleger, Meredith P. ; Englander, Robert ; Hicks, Patricia J. ; Carraccio, Carol. / Perspective : Beyond counting hours: The importance of supervision, professionalism, transitions of care, and workload in residency training. In: Academic Medicine. 2012 ; Vol. 87, No. 7. pp. 883-888.
@article{662486dae86d46068b6aad74b6b384c5,
title = "Perspective: Beyond counting hours: The importance of supervision, professionalism, transitions of care, and workload in residency training",
abstract = "The medical education community's conversations about residents' duty hours have long focused solely on the number of those hours. In July 2011, the Accreditation Council for Graduate Medical Education (ACGME) enacted its most recent iteration of standards regarding duty hours. Those standards, as well as a 2008 Institute of Medicine report, look beyond the quantity of duty hours to address their quality as well. Indeed, the majority of the 2011 ACGME standards specify requirements for the qualitative components of residents' working and learning environments, including supervision of residents; professionalism, personal responsibility, and patient safety; transitions of care; and clinical responsibilities (including workload). The authors believe that focusing on these qualitative (rather than quantitative) components of the resident's working and learning environment provides the greatest promise for balancing patient care with resident education, thus optimizing the safety and effectiveness of both. For each of the four qualitative components that the authors discuss (enhancing supervision, nurturing professionalism and personal responsibility, ensuring safe transitions of care, and optimizing workloads and cognitive loads), they offer agendas for faculty development, educational program planning, and research. Thus, the authors call on the medical education community to expand its discussion beyond counting duty hours to focus on these critical issues that ensure quality resident education and patient care and to implement necessary strategies to address them.",
author = "Schumacher, {Daniel J.} and Slovin, {Sara R.} and Riebschleger, {Meredith P.} and Robert Englander and Hicks, {Patricia J.} and Carol Carraccio",
year = "2012",
month = "7",
doi = "10.1097/ACM.0b013e318257d57d",
language = "English (US)",
volume = "87",
pages = "883--888",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "7",

}

TY - JOUR

T1 - Perspective

T2 - Beyond counting hours: The importance of supervision, professionalism, transitions of care, and workload in residency training

AU - Schumacher, Daniel J.

AU - Slovin, Sara R.

AU - Riebschleger, Meredith P.

AU - Englander, Robert

AU - Hicks, Patricia J.

AU - Carraccio, Carol

PY - 2012/7

Y1 - 2012/7

N2 - The medical education community's conversations about residents' duty hours have long focused solely on the number of those hours. In July 2011, the Accreditation Council for Graduate Medical Education (ACGME) enacted its most recent iteration of standards regarding duty hours. Those standards, as well as a 2008 Institute of Medicine report, look beyond the quantity of duty hours to address their quality as well. Indeed, the majority of the 2011 ACGME standards specify requirements for the qualitative components of residents' working and learning environments, including supervision of residents; professionalism, personal responsibility, and patient safety; transitions of care; and clinical responsibilities (including workload). The authors believe that focusing on these qualitative (rather than quantitative) components of the resident's working and learning environment provides the greatest promise for balancing patient care with resident education, thus optimizing the safety and effectiveness of both. For each of the four qualitative components that the authors discuss (enhancing supervision, nurturing professionalism and personal responsibility, ensuring safe transitions of care, and optimizing workloads and cognitive loads), they offer agendas for faculty development, educational program planning, and research. Thus, the authors call on the medical education community to expand its discussion beyond counting duty hours to focus on these critical issues that ensure quality resident education and patient care and to implement necessary strategies to address them.

AB - The medical education community's conversations about residents' duty hours have long focused solely on the number of those hours. In July 2011, the Accreditation Council for Graduate Medical Education (ACGME) enacted its most recent iteration of standards regarding duty hours. Those standards, as well as a 2008 Institute of Medicine report, look beyond the quantity of duty hours to address their quality as well. Indeed, the majority of the 2011 ACGME standards specify requirements for the qualitative components of residents' working and learning environments, including supervision of residents; professionalism, personal responsibility, and patient safety; transitions of care; and clinical responsibilities (including workload). The authors believe that focusing on these qualitative (rather than quantitative) components of the resident's working and learning environment provides the greatest promise for balancing patient care with resident education, thus optimizing the safety and effectiveness of both. For each of the four qualitative components that the authors discuss (enhancing supervision, nurturing professionalism and personal responsibility, ensuring safe transitions of care, and optimizing workloads and cognitive loads), they offer agendas for faculty development, educational program planning, and research. Thus, the authors call on the medical education community to expand its discussion beyond counting duty hours to focus on these critical issues that ensure quality resident education and patient care and to implement necessary strategies to address them.

UR - http://www.scopus.com/inward/record.url?scp=84863505459&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84863505459&partnerID=8YFLogxK

U2 - 10.1097/ACM.0b013e318257d57d

DO - 10.1097/ACM.0b013e318257d57d

M3 - Review article

C2 - 22622207

AN - SCOPUS:84863505459

VL - 87

SP - 883

EP - 888

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 7

ER -