Web-Based Module to Train and Assess Competency in Systems-Based Practice (Out of Print)

Abstract

OPEN ACCESSMay 25, 2007Web-Based Module to Train and Assess Competency in Systems-Based Practice (Out of Print) Patricia O'Sullivan, MD, Kathryn Agarwal, MD, Zaldy Tan, MD, Anne Fabiny, MD, David Fobert, Grace Huang, MD, Lori Newman, MA Patricia O'Sullivan, MD Harvard Medical School Google Scholar More articles by this author , Kathryn Agarwal, MD Harvard Medical School Google Scholar More articles by this author , Zaldy Tan, MD Harvard Medical School Google Scholar More articles by this author , Anne Fabiny, MD Harvard Medical School Google Scholar More articles by this author , David Fobert Harvard Medical School Google Scholar More articles by this author , Grace Huang, MD Harvard Medical School Google Scholar More articles by this author , Lori Newman, MA Harvard Medical School Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.619 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: The Accreditation Council for Graduate Medical Education defines systems-based practice as a residents' understanding of the health care system and their ability to efficiently and effectively utilize resources within this system. We developed this module to train medical residents in the delivery of optimal care to patients by helping them navigate the complex maze of health care resources and to make transitions of care more seamless. Methods: We created an interactive, web-based 30-minute module based on the story of an older patient who presents to an emergency room with focal weakness after a recent hospital stay. The key curricular components of this training module are: (1) the basic elements of Medicare and Medicaid, (2) the various levels of post-acute hospital care for older patients, and (3) the role of provider-to-provider and provider-to-patient communication in patient transitions of care, including the critical elements of an effective discharge summary. The vignette has been tailored to be applicable to multidisciplinary trainees. Interactive questions are embedded within the case to emphasize key teaching points while continuing to engage the learners. Results: We piloted this web-based module on trainees of the Harvard Geriatric Medicine Fellowship. Among the 10 fellows who participated, there was an average increase in score between pre- and posttests of 10.6% (from 79% to 90%). The module was well-received by the trainees, and we anticipate a greater improvement in performance among trainees who have never been trained in geriatric medicine. Discussion: Systems-based practice is difficult to teach. By creating and piloting this web-based module we hope to offer residency directors an effective and entertaining interactive tool which may be used in either a didactic or an individual setting. Geriatric medicine offers an ideal forum for such teaching. Educational Objectives By the end of this session, the learner will be able to: Understand the critical elements of an effective discharge summary.Understand how effective discharge communication improves patient outcomes.Familiarize themselves with the basic features of Medicare and Medicaid.Understand how the intensity of intervention and support varies depending on the site of care. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Web Link Access_619.pdf To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2007 O'Sullivan et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsWeb-Based ModuleComputer-Based LearningDischarge SummaryUnited States Centers for Medicare and Medicaid ServicesDelivery of Healthcare Disclosures None to report. Funding/Support None to report. Prior Presentations Presented at: the 5th Harvard Medical School, Medical Education Day; November 7, 2006; Boston, Massacheusetts. Loading ...