The hybrid hospitalist teaching service: An innovative model for individualized learning, patient case-mix, and medical student and resident education

Benjamin C. Lee, Glenn Flores

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Background. Alternative inpatient teams are increasing, but little is known about their impact on patient care and trainee education. Purpose. To evaluate whether a hybrid hospitalist teaching service meets trainee and attending educational, clinical, support, patient-mix, autonomy, and efficiency needs. Methods. Post pediatric rotations, team members anonymously completed surveys with Likert-scale and open-ended questions. Results. In total, 78 of 80 surveys were completed. Trainees rated educational, clinical, support, and case-mix domains highly. Senior residents responded positively for autonomy, education, and opinions of hospitalists, but neutrally on leadership. Attending scores varied for efficiency, teaching, and clinical duties; the service resulted in direct observation and teaching outside of rounds, but poor delineation of roles and expectations impeded clinical task completion, teaching on rounds, and attending meetings. Conclusions. This model is a satisfying, well-accepted means of enhancing trainee education and patient care, but roles and expectations must be clearly defined to maximize efficiency and satisfaction.

Original languageEnglish (US)
Pages (from-to)321-331
Number of pages11
JournalClinical Pediatrics
Volume51
Issue number4
DOIs
StatePublished - Apr 2012

Fingerprint

Hospitalists
Diagnosis-Related Groups
Medical Students
Teaching Rounds
Teaching
Learning
Efficiency
Education
Patient Care
Patient Education
Inpatients
Observation
Pediatrics
Surveys and Questionnaires

Keywords

  • hospital medicine
  • medical student education
  • pediatrics
  • resident education

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

Cite this

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