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Addressing the mandate for hand-off education: a focused review and recommendations for anesthesia resident
Meghan B Lane-Fall1, Amber K Brooks, Sara A Wilkins
1From the Department of Anesthesiology and Critical Care, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania (M.B.L.-F.); Department of Anesthesiology, Wake Forest University School of Medicine, Winston-Salem, North Carolina (A.K.B.); School of Medicine, University of Alabama at Birmingham, Birmingham, Alabama (S.A.W.); Jefferson School of Medicine, Thomas Jefferson University, Philadelphia, Pennsylvania (J.J.D.); Department of Anesthesiology, University of Alabama at Birmingham, Birmingham, Alabama (L.A.R.).
Abstract:
The Accreditation Council for Graduate Medical Education requires that residency programs teach residents about handoffs and ensure their competence in this communication skill. Development of hand-off curricula for anesthesia residency programs is hindered by the paucity of evidence regarding how to conduct, teach, and evaluate handoffs in the various settings where anesthesia practitioners work. This narrative review draws from literature in anesthesia and other disciplines to provide recommendations for anesthesia resident hand-off curriculum development and evaluation.
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