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Related Experiment Video

Updated: May 20, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Implementing faculty evaluation of written sign-out.

Gregory M Bump¹, Jerry Jacob, Saddam S Abisse

¹Department of Medicine, University of Pittsburgh Medical Center, Pittsburgh, Pennsylvania 15213-2582, USA. bumpgm@upmc.edu

Teaching and Learning in Medicine

|July 11, 2012

Summary

Implementing a structured sign-out evaluation process, including a curriculum and faculty feedback, improved key aspects of intern physician hand-offs. This intervention enhanced the inclusion of advanced directives and anticipatory guidance in written sign-outs.

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Last Updated: May 20, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Area of Science:

Medical Education
Patient Safety
Healthcare Quality Improvement

Background:

Graduate Medical Education (GME) work-hour restrictions necessitate more frequent patient care hand-offs.
Current sign-out processes are often non-standardized and prone to errors.
Residency programs frequently lack formal evaluation of physician sign-out skills.

Purpose of the Study:

To design and test a sign-out evaluation process for intern physicians.
To determine if this process could improve the quality of written sign-outs.
To address deficiencies in current patient hand-off procedures.

Main Methods:

Developed a curriculum using the SIGNOUT mnemonic.
Implemented weekly faculty evaluation and feedback on sign-outs.
Utilized a structured evaluation tool for written sign-outs.
Two blinded senior residents scored sign-outs for content, organization, and readability.

Main Results:

Improved inclusion of advanced directives from 38% to 69% (p < .001).
Increased mean score for anticipatory guidance from 1.8 to 2.3 (p = .01).
No significant changes observed in readability or organization of sign-outs.

Conclusions:

A straightforward curriculum combined with structured faculty evaluation enhances specific elements of physician sign-out.
Structured evaluation tools show potential for improving and teaching essential sign-out skills.
Targeted interventions can positively impact patient hand-off quality in GME settings.