Background: Although previous studies have investigated the efficacy of specific sign-out protocols (such as the illness severity, patient summary, action list, situation awareness and contingency planning, and synthesis by reviewer [I-PASS] bundle), the implementation of a bundle can be time consuming and costly. We compared 4 sign-out training pedagogies on sign-out quality.
Objective: To evaluate training interventions that best enhance multidimensional sign-out quality measured by information exchange, task accountability, and personal responsibility.
Intervention: Four general internal medicine firms were randomly assigned into 1 of the following 4 training interventions: didactics (control), I-PASS, policy mandate on task accountability, and Plan-Do-Study-Act (PDSA).
Setting: First-year interns at a large, Mid-Atlantic internal medicine residency program.
Measurements: Eight trained observers examined 10 days each in the pre- and postintervention periods for each firm using a standardized sign-out checklist.
Results: Pre- and postintervention differences showed significant improvements in the transfer of patient information, task accountability, and personal responsibility for the I-PASS, policy mandate, and PDSA groups, respectively, in line with their respective training foci. Compared to the control, I-PASS reported the best improvements in sign-out quality, although there was room to improve in task accountability and responsibility.
Conclusions: Different training emphases improved different dimensions of sign-out quality. A combination of training pedagogies is likely to yield optimal results.
© 2017 Society of Hospital Medicine