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OBJECTIVES: Students and residents rotating through infectious diseases (ID) electives are instructed primarily by participation in rounds and clinics, with teaching focused on diseases encountered. This "you get what you get" approach allows learners to apply knowledge directly to patient care, however, may miss topics encountered in standardized testing. This multisite study investigates the use of asynchronous web-based learning modules and its impact on student and resident knowledge. METHODS: Students and residents rotating through an ID elective were assigned to their standard elective (old) or asked to complete asynchronous web-based learning modules in addition to the standard curriculum (new). Learners submitted pre- and post-tests and scores were tabulated. In the following academic year, learners at the host site were provided the learning modules and a post-elective survey. RESULTS: Nine learners (100%) completed the pre-test and 5 (55.6%) completed the post-test in the standard (old) curriculum group, while 15 (100%) completed the pre-test and post-test in the new curriculum group. The mean percentage change in accuracy was 9% and 5.3% in the old and new curricula, respectively. Most (94%) survey respondents recommended continued use of the curriculum and expansion to other subspecialty electives. CONCLUSIONS: Subspecialty electives have multiple purposes including assisting learners in exploring careers, providing a well-rounded medical experience, or preparing learners for content in standardized tests. Consistent curricula are not always provided with electives to supplement the clinical experience. Our web curriculum was well-received with perceived knowledge gain, though with very small pre-post-test groups a score improvement could not be determined. An asynchronous online curriculum for learners in ID was feasible and well-received among faculty, and learners felt their knowledge was enhanced. Content areas supplemented those encountered during the ID elective. While an improvement in post-test scores was not demonstrated, learners and faculty felt modules were beneficial.
RESUMO
BACKGROUND: Inpatient Palliative Care (PC) consultations help develop a patient-centered and quality-of-life-focused plan of care for patients with serious illness. Discharge summaries (DSs) are an essential tool to maintain continuity of these care plans across multiple locations and providers. METHODS: We conducted a retrospective chart review of selected DSs of patients who received inpatient PC consultations at the University of Kansas Hospital from July 2011 to May 2015. The study included patients 18 years or older, patients who were discharged alive, and patients who were not discharged with hospice care. Code words and their related phrases, developed by an expert panel of geriatric medicine and palliative medicine physicians, were used to evaluate the DSs. They were categorized into PC, symptom management, hospice and palliative home health, decision making, and plan of care. We also identified whether there was communication between the primary team and PC team, as well as family meeting status in the PC consultation and notes. RESULTS: Of the 961 chart reviews, no code words were found in 22.8% of the DSs. PC was mentioned in only 63.3% and was the only code word in 5.3%. CONCLUSION: More than one in five DSs lacked any code words of the completed PC consultation and more than one in three DSs lacked mention of PC. As DSs are the main source of provider communication, it is critical they reflect the key discussion points from the PC consultation, which will improve the transition of care and provider communication.
