Content counts, but context makes the difference in developing expertise: a qualitative study of how residents learn end of shift handoffs

Content counts, but context makes the difference in developing expertise: a qualitative study of how residents learn end of shift handoffs

Abstract Background Handoff education is both formal and informal and varies widely across medical school and residency training programs. Despite many efforts to improve clinical handoffs, little evidence has shown meaningful improvement. The objective of this study was to identify residents’ persp...

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Bibliographic Details
Main Authors: Nicholas A. Rattray, Patricia Ebright, Mindy E. Flanagan, Laura G. Militello, Paul Barach, Zamal Franks, Shakaib U. Rehman, Howard S. Gordon, Richard M. Frankel
Format: Article
Language:English
Published: BMC 2018-11-01
Series:BMC Medical Education
Subjects:
Communication
Resident handoffs
Qualitative research
Resident training
Continuing education
Quality of care
Online Access:http://link.springer.com/article/10.1186/s12909-018-1350-8

Internet

http://link.springer.com/article/10.1186/s12909-018-1350-8

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