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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Resident education in the systems-based practice competency.

Susanne M Roberts1, Sandra Jarvis-Selinger, Daniel D Pratt

  • 1Department of Orthopedic Surgery, Massachusetts General Hospital, Boston, MA, USA.

Instructional Course Lectures
|February 12, 2013
PubMed
Summary
This summary is machine-generated.

Systems-based practice (SBP) education for orthopaedic residents is challenging to teach and assess. A novel health systems rotation was developed and shows promise in improving resident understanding of healthcare systems.

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Area of Science:

  • Medical Education
  • Health Systems Science
  • Orthopaedic Surgery Training

Background:

  • Systems-based practice (SBP) is a core competency for graduate medical education, yet remains difficult to teach and assess.
  • Existing methods often address only discrete components of SBP, lacking a holistic approach.
  • Orthopaedic residency programs face particular challenges in implementing comprehensive SBP training.

Purpose of the Study:

  • To assess the current state of SBP education in orthopaedic residency programs nationwide.
  • To identify essential SBP skills for resident development from the perspective of healthcare professionals.
  • To develop and evaluate an innovative health systems rotation for first-year orthopaedic residents.

Main Methods:

  • National survey of orthopaedic residents and educators regarding SBP topics, teaching methods, and assessment strategies.
  • Focus group sessions with healthcare professionals involved in musculoskeletal patient care to define essential SBP skills.
  • Development and implementation of a multi-faceted health systems rotation for first-year residents.

Main Results:

  • Significant variation exists in the teaching and assessment of SBP across orthopaedic residency programs.
  • Focus groups identified key SBP skills crucial for resident competence within the healthcare system.
  • The newly developed health systems rotation received positive feedback from residents, patients, and healthcare professionals.

Conclusions:

  • A comprehensive, integrated approach is needed to effectively teach and assess systems-based practice in medical education.
  • The developed health systems rotation represents a promising model for enhancing resident understanding of healthcare systems.
  • Long-term evaluation is necessary to track the impact of this rotation on resident development.