Assessing the Night Float Educational Experience

Weltz, Adam S.; Harris, Donald G.; Kidd-Romero, Sarah; Kavic, Stephen M.

doi:10.1177/000313481608200104

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…1,2 In order to comply with new requirements, there is renewed emphasis on resident assessment methods. Studies have documented clear associations between level of supervision and educational and patient-related outcomes, [3][4][5][6][7][8][9][10][11][12][13] resident autonomy, 5,6,9,13 satisfaction, 5,9,12 and clinical competence and preparedness after graduation. 3,5,9,[14][15][16] Moreover, trainees have identified lack of supervision as a major source of suboptimal patient outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…One strategy to ensure patient safety and quality outcomes while reinforcing resident autonomy and clinical education is adding in-house faculty, which is a costly and resource-limited solution. 6,10,11,17 Telemedicine offers a potential medium for enhancing remote supervision, education, and evaluation of residents without necessitating increased physical presence. [17][18][19][20][21][22][23][24][25][26][27][28][29][30] A variety of specialties have implemented conventional telemedicine in GME by assessing its feasibility for educating trainees via recorded videos 18,27,31 and live video-teleconferencing (VTC) with good feedback.…”

Section: Introductionmentioning

confidence: 99%

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A Systematic Review of the Use of Google Glass in Graduate Medical Education

Carrera

Wang

Clark

et al. 2019

Journal of Graduate Medical Education

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Background Graduate medical education (GME) has emphasized the assessment of trainee competencies and milestones; however, sufficient in-person assessment is often constrained. Using mobile hands-free devices, such as Google Glass (GG) for telemedicine, allows for remote supervision, education, and assessment of residents. Objective We reviewed available literature on the use of GG in GME in the clinical learning environment, its use for resident supervision and education, and its clinical utility and technical limitations. Methods We conducted a systematic review in accordance with 2009 PRISMA guidelines. Applicable studies were identified through a review of PubMed, MEDLINE, and Web of Science databases for articles published from January 2013 to August 2018. Two reviewers independently screened titles, abstracts, and full-text articles that reported using GG in GME and assessed the quality of the studies. A systematic review of these studies appraised the literature for descriptions of its utility in GME. Results Following our search and review process, 37 studies were included. The majority evaluated GG in surgical specialties (n = 23) for the purpose of surgical/procedural skills training or supervision. GG was predominantly used for video teleconferencing, and photo and video capture. Highlighted positive aspects of GG use included point-of-view broadcasting and capacity for 2-way communication. Most studies cited drawbacks that included suboptimal battery life and HIPAA concerns. Conclusions GG shows some promise as a device capable of enhancing GME. Studies evaluating GG in GME are limited by small sample sizes and few quantitative data. Overall experience with use of GG in GME is generally positive.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Systematic Review of the Use of Google Glass in Graduate Medical Education

Carrera

Wang

Clark

et al. 2019

Journal of Graduate Medical Education

View full text Add to dashboard Cite

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Multilevel Quality Improvement Teams: An Alternative Approach for Surgical Academic Training Programs to Meet ACGME Core Competency Milestones

Hajjar-Nejad

Kubicki

Morales

et al. 2019

Journal of Surgical Education

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What Residents Want: Perceptions of Learning During a Pediatrics Night Float Rotation

Torwekar

Robinson

Durham

et al. 2023

Hospital Pediatrics

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OBJECTIVE: Most efforts to improve the educational value of night shifts focus on delivering content through structured sessions. Less is known about aligning curricular efforts with inherent nighttime learning. This study explored interns’ nighttime experiences to better understand how learning works for the purpose of designing a curriculum to best support interns’ learning at night. METHODS: The authors employed a constructivist grounded theory approach. They conducted semistructured interviews with 12 Family Medicine and Pediatric interns recruited during their first-night float rotation at a tertiary care children’s hospital between February 2020 and August 2021. Interviews elicited stories about nighttime experiences on the basis of a modified critical incident technique. Four authors used an inductive approach to data analysis and codebook development, then all authors participated in a thematic review. RESULTS: The authors identified distinctions between interns’ perceptions of teaching and learning, with participants reporting rich instances of experiential learning at night. The authors discovered that interns do not want a didactic teaching curriculum at night. Rather, they want support to optimize workplace learning: the opportunity to independently initiate patient assessments, informal teaching arising from patient care, reassurance that support from supervisors is readily available, orientation to resources, and feedback. CONCLUSIONS: Findings suggest informal workplace learning is already occurring at night and historical attempts to implement formal curricula may have a low return on investment. A curricular frameshift is recommended to support learning at night that emphasizes informal teaching responsive to learning needs that arise from patient care, integrating but not emphasizing formal didactics when necessary.

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Assessing the Night Float Educational Experience

Cited by 3 publications

References 4 publications

A Systematic Review of the Use of Google Glass in Graduate Medical Education

A Systematic Review of the Use of Google Glass in Graduate Medical Education

Multilevel Quality Improvement Teams: An Alternative Approach for Surgical Academic Training Programs to Meet ACGME Core Competency Milestones

What Residents Want: Perceptions of Learning During a Pediatrics Night Float Rotation

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