Authors: Susan BrayHall Katrina Schmidt Eva Aagaard
Publish Date: 2010/05/05
Volume: 25, Issue: 8, Pages: 878-881
Abstract
To develop a sustainable and effective Transition in Care Curriculum TICC Specific goals were to increase student confidence in and knowledge of skills necessary during care transitions at the time of hospital discharge and to quantify the frequency of studentidentified medication discrepancies during a postdischarge home visitTICC was delivered to 136 3rdyear medical students during their required inpatient medicine clerkship at six urban Denver hospitals TICC consists of small and large group interactive sessions and selfdirected learning exercises to provide foundational knowledge of care transitions Experiential learning occurs through direct patient care at the time of discharge and during a followup home hospice or skilled nursing visit Students completed a prepost confidence measure short answer and multiple choice questions a postclerkship satisfaction survey and a standardized medication discrepancy toolOverall combined confidence in transitional care skills improved following the TICC from an average score of 27 SD 09 to 40 SD 08 p 001 on a 5point confidence scale They scored an average of 77 on the written discharge plan portion of the final exam Students rated the usefulness of TICC at a mean of 31 SD 07 above the combined mean of 27 for project work in all required clerkships Students identified medication discrepancies during 43 of postdischarge visits 58 of 136 The most common reasons for discrepancies were patient lack of understanding of instructions and intentional nonadherence to medication planThis study was supported by a grant from the John A Hartford Center of Excellence University of Colorado Denver The authors wish to thank Dr Adam Abraham who helped secure the grant and Drs Daniel Matlock Ethan Cumbler and Jeannette Guerrasio for facilitating the small group sessions
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